What do students know and understand about the Holocaust?

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References 259 Assmann, A. (2010) ‘The Holocaust – a Global Memory? Extensions and Limits of a New Memory Community’. In A. Assmann and S. Conrad (eds) Memory in a Global Age: Discourses, Practices and Trajectories. Basingstoke: Palgrave Macmillan, 97-117. Augoustinos, M. and Innes, J.M. (1990) ‘Towards an integration of social representations and social schema theory’. British Journal of Social Psychology, 29 (3), 213–31. Augoustinos, M. and Walker, I. (1995) Social Cognition: An integrated introduction. London: Sage. Auron, Y., Katzenell, J. and Silberklang, D. (1994) ‘The Holocaust and the Israeli teacher’. Holocaust and Genocide Studies, 8 (2), 225–57. Bankier, D. (1992) The Germans and the Final Solution: Public opinion under Nazism. Oxford: Blackwell. Bankier, D. (2002) ‘The use of antisemitism in Nazi wartime propaganda’. In M. Berenbaum and A.J. Peck (eds) The Holocaust and History: The known, the unknown, the disputed and the re-examined. Bloomington, IN: Indiana University Press, 41–55. Bar-On, D., Hare, A.P., Brusten, M. and Beiner, F. (1993) ‘“Working through” the Holocaust? Comparing the questionnaire results of German and Israeli students’. Holocaust and Genocide Studies, 7 (2), 230–46. Barr, D. (2010) Continuing a Tradition of Research on the Foundations of Democratic Education: The National Professional Development and Evaluation Project. Brookline, MA: Facing History and Ourselves. Bartlett, F.C. (1932) Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press. Barton, K. (1996) ‘Narrative Simplifications in Elementary Students’ Historical Thinking’. In J. Brophy (ed.) Advances in Research on Teaching. Vol. 6: Teaching and Learning History. London: JAI Press. Barton, K. (1997) ‘“I Just Kinda Know”: Elementary Students’ Ideas about Historical Evidence’. Theory and Research in Social Education, 25 (4), 407- 430. Barton, K. (2001) ‘A Sociocultural Perspective on Children’s Understanding of Historical Change: Comparative Findings from Northern Ireland and the United States’. American Educational Research Journal, 38 (4), 881-913. Barton, K. (2002) ‘“Oh, That’s a Tricky Piece!”: Children, Mediated Action and the Tools of Historical Time’. The Elementary School Journal, 103 (2), 161-185. Barton, K.C. and Levstik, L.S. (1996) ‘“Back When God Was around and Everything”: Elementary Children’s Understanding of Historical Time’. American Educational Research Journal, 33 (2), 419-454. Barton, K.C. and Levstik, L.S. (1998) ‘“It Wasn’t a Good Part of History”: National Identity and Students’ Explanations of Historical Significance’. Teachers College Record, 99 (3), 478-518. Bartov, O. (2003) Germany’s War and the Holocaust: Disputed histories. New York: Cornell University Press. Bastel, H., Matzka, C. and Miklas, H. (2010) ‘Holocaust education in Austria: A (hi)story of complexity and ambivalence’. Prospects: Quarterly Review of Comparative Education, 40 (1), 57–73. Bauer, Y. (2002) Rethinking the Holocaust. New Haven, CT: Yale University Press. Bauman, Z. (1989) Modernity and the Holocaust. Cambridge: Polity Press. Bauman, Z. (2000) ‘The Holocaust’s life as a ghost’. In F.C. Decoste and B. Schwartz (eds) The Holocaust’s Ghost: Writings on art, politics, law and education. Edmonton: University of Alberta Press, 3–15. BBC (2008) ‘UK government acts on hoax e-mail’. BBC News. Online. http://news.bbc.co.uk/1/hi/ education/7226778.stm (accessed 19 July 2015). Bekerman, Z. and Zembylas, M. (2010a) ‘Facilitated dialogues with teachers in conflict‐ridden areas: In search of pedagogical openings that move beyond the paralysing effects of perpetrator– victim narratives’. Journal of Curriculum Studies, 42 (5), 573–96. Bekerman, Z. and Zembylas, M. (2010b) ‘Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education’. Teaching and Teacher Education, 26 (3), 507–15. Bell, D. (2003) ‘Mythscapes: Memory, mythology, and national identity’. British Journal of Sociology, 54 (1), 63–81, Bell, D. (2009) ‘Introduction: Violence and memory’. Millennium – Journal of International Studies, 38 (2), 345–60. www.ioe.ac.uk/holocaust
260 References Benhabib, S. (2005) ‘Borders, boundaries and citizenship’. Political Science and Politics, 38 (4), 673–7. Bensoussan, G. (2013) ‘History Aside?’ In J. Allouche-Benayoun and G. Jikeli (eds) Perceptions of the Holocaust in Europe and Muslim Communities. London: Springer, 13–17. Benz, W. (2001) ‘Death toll’. In W. Lacquer (ed.) The Holocaust Encyclopedia. New Haven, CT: Yale University Press, 137–45. Billig, M. (1993) ‘Studying the thinking society: Social representations, rhetoric and attitudes’. In G. Breakwell and D. Canter (eds) Empirical Approaches to Social Representations. Oxford: Clarendon Press. Bischoping, K. (1996) ‘Interpreting social influences on Holocaust knowledge’. Contemporary Jewry, 17 (1), 106–35. Bischoping, K. (1998) ‘Method and meaning in Holocaust-knowledge surveys. Holocaust and Genocide Studies, 12 (3), 454–74. Bloxham, D. (2001) Genocide on Trial: War crimes trials and the formation of Holocaust history and memory. Oxford: Oxford University Press. Bloxham, D. and Kushner, T. (2005) The Holocaust: Critical Historical Approaches. Manchester, New York: Manchester University Press. Bloxham, D. (2008) Genocide, the World Wars and the Unweaving of Europe. London: Vallentine Mitchell. Bloxham, D. (2013) The Final Solution: A genocide. Oxford: Oxford University Press. Boersema, J.R. and Schimmel, N. (2008) ‘Challenging Dutch Holocaust education: Towards a curriculum based on moral choices and empathetic capacity’. Ethics and Education, 3 (1), 57–74. Booth, M. (1993) ‘Students’ historical thinking and the national history curriculum in England’. Theory and Research in Social Education, 21 (2), 105– 127. Breitman, R. (1991) The Architect of Genocide: Himmler and the Final Solution. Hanover: Brandeis University Press. Breitman, R. (1996) ‘Secrecy and the Final Solution’. In T. Bennett, J. Mann and R.L. Millen (eds) New Perspectives on the Holocaust: A guide for teachers and scholars. New York: New York University Press, 70–82. Breitman, R. (1998) Official Secrets: What the Nazis planned, what the British and Americans knew. New York: Hill and Wang. Brewer, F. (2001) ‘Bartlett, Frederic Charles’. In R.A. Wilson and F.C. Keil (eds) The MIT Encyclopedia of the Cognitive Sciences. Cambridge, MA: Massachusetts Institute of Technology. Bromley, P. and Russell, S.G. (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, 40 (1), 153–73. Broszat, M (1981) The Hitler State: The foundation and development of the internal structure of the Third Reich. London: Longman. Browning, C. (1992) Ordinary Men: Reserve Police Battalion 101 and the Final Solution in Poland. New York: HarperCollins. Browning, C. (2004) The Origins of the Final Solution: The evolution of Nazi Jewish policy, September 1939–March 1942, Lincoln, NE and Jerusalem: University of Nebraska Press and Yad Vashem. Bruner, J. (1960) The Process of Education. Boston, MA: Harvard College. Burke, D.M. (1998) ‘The Holocaust in Education: An Exploration of Teacher and Learner Perspectives’. Unpublished PhD thesis, University of Wolverhampton. Burke, D. (2003) ‘Death and the Holocaust: The challenge to learners and the need for support’. Journal of Beliefs and Values, 24 (1), 53–65. Burleigh, M. (1994) Death and Deliverance: ‘Euthanasia’ in Germany 1900–1945. New York: Cambridge University Press. Burleigh, M. and Wipperman, W. (1991) The Racial State: Germany 1933-1945. Cambridge: Cambridge University Press. Cabinet Office (2015) Britain’s Promise to Remember: The Prime Minister’s Holocaust Commission report. London: Cabinet Office. Cameron, D. (2015) David Cameron’s Holocaust Commission Speech. Online. www.gov.uk/ government/speeches/david-cameronsholocaust-commission-speech (accessed 5 January 2015). Canadine, D., Keating, J. and Sheldon, N. (2011) The Right Kind of History: Teaching the past in twentieth-century England. Basingstoke: Palgrave Macmillan.
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CENTRE FOR HOLOCAUST EDUCATION What
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What do students know and understan
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iv About the UCL Centre for Holocau
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vi Foreword by Sir Peter Bazalgette
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viii Foreword by Professor Yehuda B
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x
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2 Executive summary ■■ Many stu
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4
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Olivia Hemingway, 2014
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8 Introduction ■■ What forms of
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10 Introduction the fate of the Jew
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12 Introduction two reasons here in
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14 Introduction Figure 1.1 Variatio
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16 Introduction Holocaust are never
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18 Introduction ■■ the inclusio
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20 Introduction ■■ The chapter
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24 Methodology Of particular note w
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26 Methodology were asked questions
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28 Methodology Vocabulary test We e
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30 Methodology Table 2.2 Breakdown
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32 Methodology Focus group details
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34 Methodology How were the focus-g
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38 Collective conceptions of the Ho
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72 Encountering representations of
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102 Preface often socially construc
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Emile Holba, 2014
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106 Who were the victims? students
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108 Who were the victims? Figure 5.
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110 Who were the victims? statement
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112 Who were the victims? first ins
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114 Who were the victims? shipped o
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116 Who were the victims? With the
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118 Who were the victims? the war,
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120 Who were the victims? (Longeric
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122 Who were the victims? many of J
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124 Who were the victims? First Wor
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126 Who were the victims? asking
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128 Who were the victims? unending
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130 Who were the victims? different
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132 Who were the victims? the Nazi
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134 Who were the victims? and Read
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136 Who were the victims? many stud
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140 Who were the perpetrators and w
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204 Considerations and recommendati
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206 Considerations and recommendati
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Page 250 and 251: Appendix 1: The Survey 239 64. What
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Page 272 and 273: References 261 Carr, E.H. (1964) Wh
Page 274 and 275: References 263 Emler, N. and Ohana,
Page 276 and 277: References 265 Howitt, D. and Crame
Page 278 and 279: References 267 Levstik, L.S. (2000)
Page 280 and 281: References 269 Resnick, L.B. (1989)
Page 282 and 283: References 271 Snyder, T. (2009)
Page 284 and 285: References 273 Yeager, E., Anderson
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