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International Holocaust Remembrance Alliance, 2014. Holocaust education reports, by country, http://www. holocaustremembrance.com/educate/education-reports Kriari-Catranis, I. 2006. Report on the Teaching of the Holocaust in Greece. ITF. Maitles, H. and Cowan, P. 2006. Never Again. Does Holocaust Education Have an Impact on Pupils’ Citizenship Values and Attitudes. Scottish Executive Education Department. http://www.scotland.gov.uk/Resource/ Doc/147037/0038530.pdf. Maitles, H. and Cowan, P. (eds). 2009. Never again! How the Lessons from Auschwitz Project Impacts on Schools in Scotland. Glasgow, University of Strathclyde. http://strathprints.strath.ac.uk/26234/1/strathprints026234.pdf. Ministarstvo prosvjete i športa (ed.). 2003. Odluka o obilježavanju Dana sjećanja na holokaust i sprečavanje zločina protiv čovječnosti. Zagreb, Ministarstvo prosvjete i športa. Mortimer, E. and Shonik Glahn, K. (eds). 2010. The global prevention of Genocide. learning from the Holocaust. UN Discussion Papers Series 2.http://www.un.org/en/holocaustremembrance/docs/pdf/chapter2.pdf. Office for Democratic Institutions and Human Rights (ODIHR) (ed.). 2006. Education on the Holocaust and on Antisemitism. An Overview and Analysis of Educational Approaches. Warsaw, ODIHR. Salzburg Global Seminar (ed.). 2012. Learning from the Past. Global Perspectives on Holocaust Education. Salzburg, Salzburg Global Seminar. The Berman Center for Research and Evaluation in Jewish Education (ed.). 2006. Best Practices in Holocaust Education. Report to the San Francisco Jewish Community Endowment. New York, JESNA. http://www.sfjcf.org/ pdf/SFJCEF-JESNA-Holocaust-Education-Full-Report.pdf. The Historical Association (ed.). 2001. Teaching the Holocaust. London, The Historical Association. The Historical Association (ed.). 2007. T.E.A.C.H. Teaching Emotive and Controversial History 3-19. A Report from the Historical Association on the Challenges and Opportunities for Teaching Emotive and Controversial History 3-19. London, The Historical Association. The Stockholm International Forum on the Holocaust. 2000. A Conference on Education, Remembrance and Research. Stockholm, Sweden, 26-28 January 2000. Proceedings. Stockholm, Regeringskansliet. UNESCO (ed.). 2009. Combating Intolerance, Exclusion and Violence through Holocaust Education. UNESCO, 27-29 May 2009. Proceedings. Paris, UNESCO. United States Holocaust Memorial Museum (USHMM), Salzburg Global Seminar (eds). 2013. Global Perspectives on Holocaust Education. Trends, Patterns and Practices. Washington, USHMM, Salzburg Global Seminar. Vlada Republike Hrvatske (ed.). 2000. Nacionalni program odgoja i obrazovanja za ljudska prava; Zagreb, Vlada Republike Hrvatske. Wallin, B. and Newman, M. (eds). 2009. Ten Year Anniversary Book. ITF. 238
How do schools worldwide treat the Holocaust as a subject In which countries does the Holocaust form part of classroom teaching Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy. Education Sector United Nations Educational, Scientific and Cultural Organization
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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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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
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UNITED STATES OF AMERICA The sample
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insert about righteous gentiles in
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URUGUAY The sample The sample conta
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explanations and rhetoric focus on
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Didactic approach The textbook cont
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techniques and didactic methods fou
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‘opponents’ (in Côte d’Ivoir
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of Moldova. The large variety of hi
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textbooks, for example, emphasize l
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‘benchmark’ 65 of the putativel
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6. Objectives and scope of the reco
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made, since such a condition surpas
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7. Recommendations 7.1 Curricula N
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Personalization of Adolf Hitler fue
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7.6 Didactic approach Meanings gen
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APPENDIX
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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 and 198: Bibliography
Page 199 and 200: Hirsch, S. and McAndrew, M. 2014. T
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: Weber, N. 2010. Auschwitz als Lerno
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