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The Holocaust in textbooks Альтман, Илья Александрович (Al’tman, Il’â Aleksandrovič) et al. 2010. Тема Холокоста в школьных учебниках: пособие для учителя [Tema Holokosta v škol’nyh učebnikah: posobie dlâ učitelâ]. Moscow, Holokost. Anon. 2011. Das Thema ‚Holocaust‘ als Lehrstück im Sinne der Lehrkunstdidaktik Eine Analyse. Munich, GRIN Verlag. Bărbulescu, A., Degeratu, L. and Guşu, C. 2013. The Holocaust as reflected in communist and post-communist Romanian textbooks. Intercultural Education No. 1-2, pp. 41-60. Blumesberger, S. „Welche Wahrscheinlichkeit für das Vorhandensein eines jüdischen Merkmals …“ Feindbilder in österreichischen Schulbüchern während der Zeit des Nationalsozialismus. A. Djurović and E. Matthes (eds). Freund- und Feindbilder in Schulbüchern. Bad Heilbrunn, Klinkhardt, pp. 55-64. Bröning, M. 2003. ‘Jewish Monopoly Capitalists’. Jewish History in East-German Schoolbooks 1948-1972. Berlin, Wissenschaftlicher Verlag Berlin. Bromley, P. 2013. Holocaust education and human rights. Holocaust discussions in social science textbooks worldwide, 1970–2008. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, No. 1, pp. 14-37. Bromley, P. and Russell, S. 2010. The Holocaust as history and human rights. A cross-national analysis of Holocaust education in social science textbooks, 1970-2008. Prospects. Quarterly Review of Comparative Education, No. 1, pp. 153-173. Budai, Á. 2004. Kézikönyv a Holokausztról Tanárok és Tanulók a Holokausztról. Budapest, Országos Közoktatási Intézet. Carrier, P. 2013. Naming and misnaming the nation. Ambivalence and national belonging in German textbook representations of the Holocaust. P. Carrier (ed.), School and Nation. Identity Politics and Educational Media in an Age of Diversity. Frankfurt am Main, Peter Lang, pp. 114-124. Crawford, K. and Foster, S. 2008. War, Nation, Memory. International Perspectives on World War II in School History Textbooks. Charlotte, Information Age Publishing. Dietsch, J. 2012. Textbooks and the Holocaust in independent Ukraine. An uneasy past. European Education, No. 3, pp. 67-94. Dolezel, H. 2013. Die Darstellung des Holocaust in neueren tschechischen Geschichtsbüchern. H.-F. Rathenow, N. Weber and B. Wenzel, (eds), Handbuch Nationalsozialismus und Holocaust. Historisch-politisches Lernen in Schule, außerschulischer Bildung und Lehrerbildung. Schwalbach, Wochenschau Verlag, pp. 437-445. Douchevsky, A. (ed.). 2004. Note sur la place de la Shoah dans les manuels de philosophie. De l’enseignement secondaire. Lyon, ECEHG, Institut français de l’Éducation. http://ecehg.ens-lyon.fr/ECEHG/enjeux-de-memoire/Shoah-etdeportation/reflexions-generales/la-shoah-dans-les-manuels/shoahmphilo.pdf/view. Fathi, S. 2007. The evolving Arab reception of the Holocaust and Palestinian textbooks. A contribution to democracy and peace education M. Al-Haj and R. Mielk, (eds), Cultural Diversity and the Empowerment of Minorities. New York, Berghahn, pp. 77-86. Feierstein, L. 2007. Las sombras del horror. La Shoá en los manuales de historia alemanes de la posguerra (1949-1968). Nuestra Memoria, No. 28, pp. 49-54. Florian, A. 2004. Manualul Holocaustului în România între contestare si sustinere. Studia Hebraica, No. 4, pp. 165-170. Foster, S. and Burgess, A. 2013. Problematic portrayals and contentious content. Representation of the Holocaust in English history textbooks. Journal of Educational Media, Memory and Society, No. 2, pp. 20-38. Foster, S. and Crawford, K. (eds). 2006. What Shall We Tell the Children International Perspectives on School History Textbooks. Greenwich, Information Age Publishing. Frohnert, P. 2006. ‘We want to learn from the past’. The Holocaust in German history schoolbooks before and after Reunification. K.-G. Karlsson and U. Zander (eds), The Holocaust on Post-war Battlefields. Genocide as Historical Culture. Lund, Sekel, pp. 103-131. Groulez, M. 2011. Les Juifs dans les manuels scolaires d’histoire en France. Une minorité dans la mémoire nationale. Paris, L’Harmattan. Gyapong, C. 2005. Analyse der Darstellung des Holocaust in aktuellen Lehrwerken für den Geschichtsunterricht in der Sekundarstufe I/NRW mit Schwerpunkt Hauptschule. MA thesis, University of Siegen, Germany. Gyapong, C. 2006. Die ewigen Opfer Jüdische Geschichte und Holocaust im Schulbuch – am Beispiel der Hauptschule. Schalom. Zeitschrift des Jüdischen Museums Westfalen, pp. 14-15. 202
Hirsch, S. and McAndrew, M. 2014. The Holocaust in the textbooks and in the History and Citizenship Education Program of Quebec. Journal of Educational Media, Memory and Society, No. 1, pp. 24-41. Honikel, G. 2001. ‚Judenverfolgung‘ – ‘dlösung‘ – ‘Holocaust‘. Sprachliche Analysen des Begriffsgebrauchs in Geschichtsbüchern für die Mittelstufe des Gymnasiums/Sekundarstufe I in der Bundesrepublik. MA thesis, Goethe University, Germany. Hosszú, G. 2002. Utak a Holokauszthoz, Történetek a Holokausztról. Budapest, Pedellus Kiadó. Ihrig, S. 2009. Der transnistrische Holocaust in den Schulbüchern der Republik Moldova. W. Benz (ed.), Holocaust an der Peripherie. Judenpolitik und Judenmord in Rumänien und Transnistrien 1940-1944. Berlin, Metropol, pp. 225-239. Jirásek, Z. 2005. Die Darstellung des Holocaust in tschechischen Geschichtsbüchern. H.-F. Rathenow and N. Weber (eds), Nationalsozialismus und Holocaust. Historisch-politisches Lernen in der Lehrerbildung. Hamburg, Krämer, pp. 257-269. Karsai, L. 2000. Egyetemi és Középiskolai Tankönyvek a Holokausztról. Mozgo Világ, No. 12, pp. 19-43. Karsai, L. 2002. Új magyar egyetemi és középiskolai tankönyvek a holokausztról. R. Braham (ed.), Tanulmányok a Holokausztról, No. 1. Budapest, Balassi Kiadó, pp. 123-159.Keren, N. 2002. Limud ve-sifre limud: Temurot be-hora’at ha-sho’ah (1989-2001). Bi-shevil ha-zikkaron, No. 44, pp. 18-24. Knoke, M. 2012.Dunkles Kapitel im Schulbuch. Schulbuchforscher untersuchen den weltweiten Umgang mit dem Holocaust im Unterricht. Leibniz Journal. Das Magazin der Leibniz Gemeinschaft. No. 3, pp. 24-25. Koekemoer, M. 2013. Analysing the Dominant Discourses on the Holocaust in Grade 9 South African History Textbooks. MEd thesis, University of KwaZulu-Natal, South Africa. http://hdl.handle.net/10413/9356. Kovács, M. 2001. Holocaust oktatás: tankönyvek és emléknap. Történelempedagógiai Füzetek, No. 10, pp. 120-146. Kühberger, C. 2012. Die Darstellung des Faschismus und Nationalsozialismus in deutschen, österreichischen und italienischen Schulbüchern. M. Gehler and M. Guiotto (eds), Italien, Österreich und die Bundesrepublik Deutschland in Europa. Ein Dreiecksverhältnis in seinen wechselseitigen Beziehungen und Wahrnehmungen von 1945/49 bis zur Gegenwart. Vienna, Böhlau, pp. 339-351. Lécureur, B. 2012. Enseigner le nazisme et la Shoah. Une étude comparée des manuels scolaires en Europe. Göttingen, Vandenhoeck & Ruprecht. Lindquist, D. 2006. Coverage of the Holocaust in High School United States History and World History Textbooks. Indiana University, Ind., Purdue University Fort Wayne, Educational Studies Faculty Presentations. Lindquist, D. 2009. The coverage of the Holocaust in high school history textbooks. Social Education, No. 6, pp. 298-304. Maier, R. 2009. Der Zweite Weltkrieg in deutschen und russischen Geschichtsschulbüchern. M. Furrer (ed.), Kriegsnarrative in Geschichtslehrmitteln. Brennpunkte nationaler Diskurse. Schwalbach, Germany, Wochenschau Verlag, pp. 81-95. Maier, R., von Bock, F. and Petrowa, F. 2008. Wie deutsche und russische Schulbuchautoren Wissen und Einstellungen zum Zweiten Weltkrieg vermitteln. H. Möller and A. Oganovič Čubar’jan (eds), Mitteilungen der Gemeinsamen Kommission für die Erforschung der jüngeren Geschichte der deutsch-russischen Beziehungen. Munich, Oldenbourg, pp. 86-94. Manor, Y. 2004. Le judaïsme et les juifs dans les manuels scolaires palestiniens. Revue d‘histoire de la Shoah, No. 180, pp. 291-314. Manor, Y. 2008. Arabs and Palestinians in Israeli school textbooks. Changing the perception of the ‘Other’. Revue des Sciences Politiques, No. 17. Markova, I. 2013. Wie Vergangenheit neu erzählt wird. Der Umgang mit der NS-Zeit in österreichischen Schulbüchern. Marburg, Tectum Verlag. Meyer, H. 2004. Zur Entstehung des Lehrbuchs ‚Vergessen oder erinnern – Völkermord in Geschichte und Gegenwart‘. V. Radkau, E. Fuchs and T. Lutz (eds), Genozide und staatliche Gewaltverbrechen im 20. Jahrhundert. Innsbruck, Studien Verlag, pp. 119-130. Nordbruch, G. 2002. Narrating Palestinian Nationalism. A Study of the New Palestinian Textbooks. Washington, Middle East Media Research Institute. Pingel, F. 2000. National Socialism and the Holocaust in West German school books. Internationale Schulbuchforschung, No. 1, pp. 11-29. 203
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United Nations Educational, Scienti
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Published by the United Nations Edu
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Acknowledgements This report was co
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PART 3 Recommendations 171 6. Objec
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Concept The task of documenting the
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international learning about the Ho
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and narrative and didactic techniqu
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1. Background The release of this p
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This study does not provide a bluep
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Klerides claims, there are two genr
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of Education in Ecuador. 26 The num
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g. Countries customarily referred t
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3. Methodology This report is based
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the content of images, provide defi
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3. What characteristics are ascribe
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and its educational traditions. In
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4. The Holocaust in curricula world
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in contradistinction to the massacr
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the section concerning ethics, the
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4.2 Spatial distributions of the Ho
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Sweden Finland Russian Federation E
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The status of the Holocaust in curr
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The status of the Holocaust in curr
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4.3 Conceptualizations of the Holoc
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Country Name of document Subject Pa
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Categorization of curricula accordi
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ALBANIA The sample The sample consi
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Didactic approach The Albanian curr
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Eichmann. The phrase ‘The German
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Eichmann. The books generally offer
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Holocaust, nor do they address the
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BRAZIL The sample The sample contai
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Narrative structure and point of vi
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Interpretative paradigms The event
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CÔTE D’IVOIRE The sample The sam
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emaciation of these prisoners, worn
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Narrative structure and point of vi
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as anticommunism, fascism, a person
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FRANCE The sample The sample contai
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or followed by Höss, on the Wannse
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of Dresden and Hiroshima, and in de
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esistance. In addition to groups un
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the insufficiency of remembrance of
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INDIA The sample The sample is base
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and ending with the rise of Nazism
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IRAQ The sample The sample consists
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JAPAN The sample The sample contain
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Didactic approach Only T1 contains
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so-called euthanasia programme, pas
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POLAND The sample The sample contai
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maps, photographs, legal testimonie
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in T2, T4 and T5, following ‘pres
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discrepancies between the textbooks
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(T3) and by satellite states in Slo
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RWANDA The sample The sample contai
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‘great need for revenge against t
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Interpretative paradigms The textbo
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SOUTH AFRICA The sample The sample
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analysis (T2); there are also activ
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Interpretative paradigms All textbo
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SYRIAN ARAB REPUBLIC The sample The
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UNITED KINGDOM (ENGLAND) The sample
Page 147 and 148: Narrative structure and point of vi
Page 149 and 150: UNITED STATES OF AMERICA The sample
Page 151 and 152: insert about righteous gentiles in
Page 153 and 154: URUGUAY The sample The sample conta
Page 155 and 156: explanations and rhetoric focus on
Page 157 and 158: Didactic approach The textbook cont
Page 159 and 160: techniques and didactic methods fou
Page 161 and 162: ‘opponents’ (in Côte d’Ivoir
Page 163 and 164: of Moldova. The large variety of hi
Page 165 and 166: textbooks, for example, emphasize l
Page 167 and 168: ‘benchmark’ 65 of the putativel
Page 169 and 170: 6. Objectives and scope of the reco
Page 171 and 172: made, since such a condition surpas
Page 173 and 174: 7. Recommendations 7.1 Curricula N
Page 175 and 176: Personalization of Adolf Hitler fue
Page 177 and 178: 7.6 Didactic approach Meanings gen
Page 179 and 180: APPENDIX
Page 181 and 182: Step II. Indirect references to the
Page 183 and 184: 8.2 Questionnaire pertaining to tex
Page 185 and 186: TEXTBOOK QUESTIONNAIRE A. The struc
Page 187 and 188: C. Historical contexts 1. What date
Page 189 and 190: E. Protagonists 3. What collective
Page 191 and 192: F. Narrative structure and didactic
Page 193 and 194: H. Narrative point of view 9. Is vo
Page 195 and 196: J. Analogies and transfer 2. Are co
Page 197: Bibliography
Page 201 and 202: Waldman, F. Der Holocaust in den po
Page 203 and 204: Szuchta, R. and Trojański, P. 2001
Page 205 and 206: Becher, A. 2013. Das ‘Dritte Reic
Page 207 and 208: Deckert-Peaceman, H. 2004. Gibt es
Page 209 and 210: Flügel, A. 2008. Kinder können da
Page 211 and 212: Hubrecht, J. Mugiraneza, A. and Gar
Page 213 and 214: Levy, J. 2011. An expanded legacy.
Page 215 and 216: Mitchell, G. 2007. ‚Wenn wir die
Page 217 and 218: Ritscher, W. 2013. Bildungsarbeit a
Page 219 and 220: Stevick, D. 2013. Dialogue and tran
Page 221 and 222: Wiesemes, R. 2011. Transferring fin
Page 223 and 224: Evaluation Services Center, Univers
Page 225 and 226: Pingel, F. 2006. From evasion to a
Page 227 and 228: Ballis, A. 2012. Macht und Ohnmacht
Page 229 and 230: Hesse, S. 2013. Stolpersteine. Ein
Page 231 and 232: Memorijalni Muzej Holokausta U Sjed
Page 233 and 234: Weber, N. 2010. Auschwitz als Lerno
Page 235: How do schools worldwide treat the
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