What do students know and understand about the Holocaust?

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References 261 Carr, E.H. (1964) What is History? London: Penguin Books. Carretero, M. and Voss, J.F. (1994) Cognitive and Instructional Processes in History and the Social Sciences. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc. Carrier, P., Fuchs, E. and Messinger, T. (2015) The International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula. Paris: UNESCO/Georg Eckert Institute for International Textbook Research. Carrington, B. and Short, G. (1997) ‘Holocaust education, anti-racism and citizenship’. Educational Review, 49 (3), 271–82. Centre for Longitudinal Studies (2015) BCS 1986 Document B: Student test booklet. Online. http://www.cls.ioe.ac.uk/page. aspx?&sitesectionid=832&sitesectiontitle= Questionnaires (accessed 19 June 2015). Centre for Reading Research (2012) ‘Age-ofacquisition (AoA) norms for over 50 thousand English words’. Online. http://crr.ugent.be/ archives/806 (accessed 19 June 2015). Cercadillo, L. (2001) ‘Significance in history: Student’s ideas in England and Spain’. In A. Dickinson, P, Gordon and P. Lee (eds) International Review of History Education. Volume 3: Raising Standards in History Education. London: Woburn Press, 116–45. Cesarani, D. (ed.) (1994) The Final Solution: Origins and implementation. London: Routledge. Cesarani, D. (1996) ‘Great Britain’. In D.S. Wyman (ed.) The World Reacts to the Holocaust. Baltimore, MD: The Johns Hopkins University Press, 599–641. Cesarani, D. (2004) Holocaust: From the persecution of the Jews to mass murder. London: Routledge. Cesarani, D. (2005) Eichmann: His life and crimes. London: Vintage. Cesarani, D. (2008) ‘From the pulpit: Striped Pyjamas’. Literary Review, 359, 3. Cesarani, D. and Levine, P. (2002) ‘Bystanders’ to the Holocaust: A re-evaluation. London: Frank Cass. Clark, D. (2007a) ‘Sites of memory or aids to multiculturalism? Conflicting uses of Jewish heritage sites’. Sociological Research Online, 12 (2). Online. http://www.socresonline.org.uk/12/2/ clark.html (accessed 4 June 2015). Clark, L. (2007b) ‘Teachers drop the Holocaust to avoid offending Muslims’. Mail Online, 2 April. Online. http://www.dailymail.co.uk/news/ article-445979/Teachers-drop-Holocaust-avoidoffending-Muslims.html (accessed 17 July 2015). Clements, J.L. (2007) ‘Difficult Knowledge: Possibilities of Learning in Holocaust Education’. Unpublished PhD thesis, Institute of Education, University of London. Cole, T. (1999) Selling the Holocaust: From Auschwitz to Schindler – how history is bought and sold. New York: Routledge. Cole, T. (2003) Holocaust City: The making of a Jewish ghetto. Abingdon: Routledge. Cole, T. (2004) ‘“The Holocaust industry?” Reflections on a history of the critique of Holocaust representation’. In K. Kwiet and J. Matthäus (eds) Contemporary Responses to the Holocaust. Westport, VA: Praeger, 37–57. Confino, A. (2008) ‘Death, spiritual solace, and afterlife: Between Nazism and religion’. In A. Confino, P. Betts and D. Schumann (eds) Between Mass Death and Individual Loss: The place of the dead in twentieth-century Germany. New York: Berghahn, 219–31. Confino, A. (2009) ‘A world without Jews: Interpreting the Holocaust’. German History, 27 (4), 531–59. Confino, A. (2012a) ‘A world without Jews: Interpreting the Holocaust’. In D. Stone (ed.) The Holocaust and Historical Methodology. New York: Berghahn Books, 540–41. Confino, A. (2012b) Foundational Pasts: The Holocaust as historical understanding. Cambridge: Cambridge University Press. Connelly, J. (2010) ‘Gypsies, homosexuals and Slavs’. In P. Hayes and J.K. Roth (eds) The Oxford Handbook of Holocaust Studies. Oxford: Oxford University Press, 274–89. Conway, R. (2006) ‘What they think they know: The impact of pupils’ preconceptions on their understanding of historical significance’. Teaching History, 125, 10–15. Coolican, H. (2005) Research Methods and Statistics in Psychology. 3rd ed. London: Hodder and Stoughton. www.ioe.ac.uk/holocaust
262 References Cowan, P. and Maitles, H. (1999) ‘Promoting positive values: Teaching the Holocaust in Scottish primaries’. Paper presented at the Scottish Educational Research Association Annual Conference, West Park Conference Centre, University of Dundee. Cowan, P. and Maitles, H. (2002) ‘Developing positive values: A case study of Holocaust Memorial Day in the primary schools of one local authority in Scotland’. Educational Review, 54 (3), 219–29. Cowan, P. and Maitles, H. (2005) ‘Values and attitudes – positive and negative: A study of the impact of teaching the Holocaust on citizenship among Scottish 11-12 year olds’. Scottish Educational Review, 37 (2), 104-15. Cowan, P. and Maitles, H. (2007) ‘Does addressing prejudice and discrimination through Holocaust education produce better citizens?’ Educational Review, 59 (2), 115–30. Cowan, P. and Maitles, H. (2011) ‘”We saw inhumanity close up”: What is gained by school students from Scotland visiting Auschwitz? Journal of Curriculum Studies, 43 (2), 163–84. Crowe, D.M. (2000) ‘The Roma Holocaust’. In F.C. DeCoste and B. Schwartz (eds)The Holocaust’s Ghost: Writings on art, politics, law and education. Edmonton: The University of Alberta Press, 179–202. Davis, O.L., Yeager, E.A. and Foster, S.J. (eds) (2001) Historical Empathy and Perspective Taking in the Social Studies. Oxford: Rowman & Littlefield. Dawidowicz, L. (1975) The War Against The Jews, 1933–1945. New York: Holt, Rinehart and Winston. Dawidowicz, L.S. (1976) A Holocaust Reader. Springfield, NJ: Behrman House. Dawidowicz, L.S. (1990) ‘The Holocaust as historical record’. In E. Wiesel, L. Dawidowicz, D. Rabinowitz and R. McAfee Brown (eds) Dimensions of the Holocaust. Evanston, IL: Northwestern University Press, 21–33. Desbois, P. (2008) The Holocaust by Bullets: A priest’s journey to uncover the truth behind the murder of 1.5 million Jews. New York: Palgrave Macmillan. Department for Education (2015) ‘Types of school’. Online. https://www.gov.uk/types-of-school/ overview (accessed 19 June 2015). DfE (2014) The National Curriculum in England: Key stages 3 and 4 framework document. Online. https://www.gov.uk/government/uploads/ system/uploads/attachment_data/file/381754/ SECONDARY_national_curriculum.pdf (accessed 3 July 2015). Dickinson, A.K. and Lee, P.J. (1984) ‘Making sense of history’. In A.K. Dickinson, P.J. Lee, and P.J. Rogers (eds) Learning History. London: Heinemann Educational Books, 117–53. Donovan, M.S. and Bransford, J.D. (2005) ‘Introduction’. In M.S. Donovan and J.D. Bransford (eds) How Students Learn: History in the classroom. Washington DC: National Academies Press. Downey, M.T. (1995) Perspective Taking and Historical Thinking: Doing history in a fifth-grade classroom. Paper presented at the annual meeting of the American Educational Research Association, San Francisco. Dulberg, N. (2002) Engaging in History: Empathy and perspective-taking in children’s historical thinking. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans. Duveen, G. and Lloyd, B. (1993) ‘An ethnographic approach to social representations’. In G. Breakwell and D. Canter (eds) Empirical Approaches to Social Representations. Oxford: Clarendon Press. Eckmann, M. (2010) ‘Exploring the relevance of Holocaust education for human rights education’. Prospects: Quarterly Review of Comparative Education, 40 (1), 7–16. Eckmann, M. (2015) ‘Is Teaching and Learning about the Holocaust Relevant for Human Rights Education?’. In Z. Gross and E. D. Stevik (eds) As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Switzerland: Springer Publishing, 53–65. Elchardus, M. and Spruyt, B. (2014) ‘Universalism and anti-Muslim sentiment’. International Journal of Intercultural Relations, 38 (1), 75–85. Eley, G. (2000) ‘Ordinary Germans, Nazis, and the Judeocide’. In G. Eley (ed.) The ‘Goldhagen Effect’: History, memory, Nazism – facing the German past. Ann Arbor, MI: University of Michigan Press, 1–32.
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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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172 When and where did the Holocaus
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204 Considerations and recommendati
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Page 270 and 271: References 259 Assmann, A. (2010)
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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