What do students know and understand about the Holocaust?

Recommendations

Info

References 263 Emler, N. and Ohana, J. (1993) ‘Studying social representations in children: Just old wine in new bottles?’ In G. Breakwell and D. Canter (eds) Empirical Approaches to Social Representations. Oxford: Clarendon Press. Epstein, T. (2012) ‘Preparing history teachers to develop young people’s historical thinking’. Perspectives on History. Online. http://bit. ly/1GBvrsD (accessed 12 June 2015). Evans, R.J. (2006) The Third Reich in Power: How the Nazis won wver the hearts and minds of a nation. London: Penguin Books. Evans, R.J. (2015) ‘Why are we obsessed with the Nazis?’ The Guardian, 6 February. Online. http:// www.theguardian.com/books/2015/feb/06/whyobsessed-nazis-third-reich (accessed 26 June 2015). Feingold, H.L. (1995) Bearing Witness: How America and its Jews responded to the Holocaust. Syracuse, NY: Syracuse University Press. Ferguson, N. (2010) ‘Too much Hitler and the Henrys’. Financial Times, 9 April. Online. http:// www.ft.com/cms/s/0/d52db78a-435a-11df-833f- 00144feab49a.html#axzz3eAhf2tgg (accessed 26 June 2015). Field, A. (2013) Discovering Statistics using IBM SPSS Statistics. 4th ed. London: Sage Publications Ltd. Fleming, G. (1984) Hitler and the Final Solution. London: University of California Press. Foster, S.J. (1999) ‘Using historical empathy to excite students about the study of history: Can you empathize with Neville Chamberlain?’ The Social Studies, 90, 18–25. Foster, S. and Burgess, A. (2013) ‘Problematic portrayals and contentious content: Representation of the Holocaust in English history textbooks’. Journal of Educational Memory and Media, 5 (2), 20–38. Foster, S.J., Hoge, J.D. and Rosch, R. (1999) ‘Thinking aloud about history: Student interpretations of historical photographs’. Theory and Research in Social Education, 27 (2), 179– 318. Foster, S.J. and Yeager, E. (1999) ‘“You’ve got to put together the pieces”: English 12 year olds encounter and learn from historical evidence’. Journal of Curriculum and Supervision, 14 (4), 286–318. Foster, S. and Yeager, E. (2001) ‘Historical empathy in theory and practice: Some final thoughts’. In O.L. David Jnr, E. Yeager, S. Foster, O.L.J. Davis, E.A. Yeager and S.J. Foster (eds) Historical Empathy and Perspective Taking in the Social Studies. Oxford: Rowman and Littlefield, 167–81. Fox, C.L., Elder, T., Gater, J. and Johnson, E. (2010) ‘The association between adolescents’ beliefs in a just world and their attitudes to victims of bullying’. British Journal of Educational Psychology, 80 (2), 183–98. Fracapane, K. and Heyl, M. (eds) (2014) Holocaust Education in a Global Context. Paris: UNESCO. Friedlander, H. (1995) The Origins of Nazi Genocide: From euthanasia to the final solution, Chapel Hill, NC: The University of North Carolina Press. Friedlander, H. (1998) ‘The T4 Killers: Berlin, Lublin, San Sabba.’ In M. Berenbaum (ed.) The Holocaust and History: The known, the unknown, the disputed and the re-examined. Bloomington, IN: Indiana University Press, 243–51. Friedländer, S. (1997) The Years of Persecution, 1933-1939. London: Orion Books. Friedman, S. (1998) Mappings: Feminisms and the cultural geographies of encounter. Princeton, NJ: Princeton University Press. Gellner, E. (1983) Nations and Nationalism. Oxford: Blackwell. Gerlach, C. (1998) ‘The Wannsee Conference, the fate of German Jews, and Hitler’s decision in principle to exterminate all European Jews’. The Journal of Modern History, 70 (4), 759–812. Gilbert, M. (1981) Auschwitz and the Allies. New York: Henry Holt. Giordano, A., Knowles, A.K. and Cole, T. (2014) ‘Geographies of the Holocaust’. In A.K. Knowles, T. Cole and A. Giordano (eds) Geographies of the Holocaust. Bloomington, IN: Indiana University Press, 1–17. Goldhagen, D.J. (1996) Hitler’s Willing Executioners: Ordinary Germans and the Holocaust. New York: Vintage Books. Gordon, S.B., Simon, C.A. and Weinberg, L. (2004) ‘The effects of Holocaust education on students’ level of anti-semitism’. Educational Research Quarterly, 27 (3), 58–71. www.ioe.ac.uk/holocaust
264 References Grau, G. (1990) ‘Final solution of the homosexual question? The antihomosexual policies of the Nazis and the social consequences for homosexual men’. 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, 338–44. Gray, M. (2011) ‘Understanding pupil preconceptions of the Holocaust in English schools’. Holocaust Studies: A Journal of Culture and History, 17 (1), 1–28. Gray, M. (2014a) ‘Preconceptions of the Holocaust Among Thirteen and Fourteen Year Olds in English Schools’. Unpublished PhD Thesis, Institute of Education, University of London. Gray, M. (2014b) ‘The Boy in the Striped Pyjamas: A blessing or curse for Holocaust education?’. Holocaust Studies: A Journal of Culture and History, 20 (3), 109–36. Green, A. (2013) Education and State Formation: Europe, East Asia and the USA. Basingstoke: Palgrave. Gross, Z. and Stevick, D. (2010) ‘Holocaust education – international perspectives: Challenges, opportunities and research’. Prospects: Quarterly Review of Comparative Education, 40 (1), 17–33. Grosvenor, I. and Lawn, M. (2001) ‘“This is Who We Are and This is What We Do”: Teacher identity and teacher work in mid-twentieth century English educational discourse’. Pedagogy, Culture and Society, 9 (1), 355–70. Gudgel, M. (2003) ‘A short 20 years: Meeting the challenges facing teachers who bring Rwanda into the classroom’. Teaching History 153: 46–54. Gupta, A. and Ferguson, B. (1992) ‘Beyond “culture”: Space, identity and the politics of difference’. Cultural Anthropology, 7 (1), 6–23. Halbwachs, M. (1992) On Collective Memory. Chicago, IL: University of Chicago Press. Halldén, O. (1998) ‘Personalisation in historical descriptions and explanations’. Learning and Instruction, 8 (2), 131–9. Hansard (1942) House of Commons Debate, 17 December 1942, volume 385, cc2082–7. Hanushek, E.A. and Woessmann, L. (2011) ‘The economics of international differences in educational achievement’. In E.A. Hanushek, S.J. Machin and L. Woessmann (eds) Handbook of the Economics of Education. Volume 3. Amsterdam: Elsevier, 89–192. Harnett, P. (1993) ‘Identifying progression in children’s understanding: The use of visual materials to assess primary school children’s learning in history’. Cambridge Journal of Education, 23 (2), 137–54. Harris, R. and Foreman-Peck, L. (2004) ‘“Stepping into other people’s shoes”: Teaching and assessing empathy in the secondary history curriculum’. International Journal of Historical Learning, Teaching and Research, 4 (2), 1–14. Hayes, S. and Roth, J. (2012) ‘Introduction’. In P. Hayes and J.K. Roth (eds) The Oxford Handbook of Holocaust Studies. Oxford: Oxford University Press. Hector, S. (2000) ‘Teaching the Holocaust in England’. In I. Davies (ed.) Teaching the Holocaust: Educational dimensions, princples and practice. London: Continuum, 105–16. Held, D. and McGrew, A. (2003) ‘The great globalization debate: An introduction’. In D. Held and A. McGrew (eds) The Global Transformations Reader. Cambridge: Polity, 1–50. Hilberg, R. (1985) The Destruction of the European Jews. Student edition. New York: Holmes & Meier. Hilberg, R. (1993) Perpetrators, Victims, Bystanders: The Jewish catastrophe. New York: Harper Perennial. Hirsh, M. (2001) ‘Surviving images: Holocaust photographs and the work of postmemory’. The Yale Journal of Criticism, 14 (2), 5–37. Hirst, P. and Thompson, G. (1999) Globalization in Question. Cambridge: Polity. Historical Association (2007) ‘The T.E.A.C.H Report’. Online. http://www.history.org.uk/resources/ resource_780.html (accessed 17 July 2015). Hobsbawm, E. (1990) Nations and Nationalism since 1780. Cambridge: Cambridge University Press. Hoge, J.D. and Foster, S.J. (2002) It’s about time: Students’ understanding of chronology, change, and the development in a century of historical photographs. Paper presented at the annual meeting of the American Educational Research Association, New Orleans. Holocaust Memorial Day Trust (2015) ‘The Holocaust’. Online. http://hmd.org.uk/genocides/ holocaust (accessed 29th September 2015). Horwitz, G.J. (1990) In the Shadow of Death: Living outside the gates of Mauthausen. London: I.B. Tauris.
Page 1 and 2:
CENTRE FOR HOLOCAUST EDUCATION What
Page 3 and 4:
What do students know and understan
Page 5 and 6:
iv About the UCL Centre for Holocau
Page 7 and 8:
vi Foreword by Sir Peter Bazalgette
Page 9 and 10:
viii Foreword by Professor Yehuda B
Page 11 and 12:
x
Page 13 and 14:
2 Executive summary ■■ Many stu
Page 15 and 16:
4
Page 17 and 18:
Olivia Hemingway, 2014
Page 19 and 20:
8 Introduction ■■ What forms of
Page 21 and 22:
10 Introduction the fate of the Jew
Page 23 and 24:
12 Introduction two reasons here in
Page 25 and 26:
14 Introduction Figure 1.1 Variatio
Page 27 and 28:
16 Introduction Holocaust are never
Page 29 and 30:
18 Introduction ■■ the inclusio
Page 31 and 32:
20 Introduction ■■ The chapter
Page 33 and 34:
Page 35 and 36:
24 Methodology Of particular note w
Page 37 and 38:
26 Methodology were asked questions
Page 39 and 40:
28 Methodology Vocabulary test We e
Page 41 and 42:
30 Methodology Table 2.2 Breakdown
Page 43 and 44:
32 Methodology Focus group details
Page 45 and 46:
34 Methodology How were the focus-g
Page 47 and 48:
Page 49 and 50:
38 Collective conceptions of the Ho
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
72 Encountering representations of
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Page 99 and 100:
Page 101 and 102:
Page 103 and 104:
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Page 111 and 112:
Page 113 and 114:
102 Preface often socially construc
Page 115 and 116:
Emile Holba, 2014
Page 117 and 118:
106 Who were the victims? students
Page 119 and 120:
108 Who were the victims? Figure 5.
Page 121 and 122:
110 Who were the victims? statement
Page 123 and 124:
112 Who were the victims? first ins
Page 125 and 126:
114 Who were the victims? shipped o
Page 127 and 128:
116 Who were the victims? With the
Page 129 and 130:
118 Who were the victims? the war,
Page 131 and 132:
120 Who were the victims? (Longeric
Page 133 and 134:
122 Who were the victims? many of J
Page 135 and 136:
124 Who were the victims? First Wor
Page 137 and 138:
126 Who were the victims? asking
Page 139 and 140:
128 Who were the victims? unending
Page 141 and 142:
130 Who were the victims? different
Page 143 and 144:
132 Who were the victims? the Nazi
Page 145 and 146:
134 Who were the victims? and Read
Page 147 and 148:
136 Who were the victims? many stud
Page 149 and 150:
Emile Holba, 2014
Page 151 and 152:
140 Who were the perpetrators and w
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Page 173 and 174:
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Emile Holba, 2014
Page 183 and 184:
172 When and where did the Holocaus
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Page 201 and 202:
Page 203 and 204:
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Page 215 and 216:
204 Considerations and recommendati
Page 217 and 218:
Page 219 and 220:
Page 221 and 222:
Page 223 and 224: 212 Considerations and recommendati
Page 236 and 237: Appendix 1: The Survey 225 Appendix
Page 238 and 239: Appendix 1: The Survey 227 How do y
Page 240 and 241: Appendix 1: The Survey 229 Word qui
Page 242 and 243: Appendix 1: The Survey 231 Explorin
Page 244 and 245: Appendix 1: The Survey 233 Do you r
Page 246 and 247: Appendix 1: The Survey 235 42. Who
Page 248 and 249: Appendix 1: The Survey 237 The Nazi
Page 250 and 251: Appendix 1: The Survey 239 64. What
Page 252 and 253: Appendix 1: The Survey 241 71. If y
Page 254 and 255: Appendix 1: The Survey 243 Returnin
Page 256 and 257: Appendix 1: The Survey 245 87. Have
Page 258 and 259: Appendix 2: Attitudinal scales used
Page 260 and 261: Appendix 3: Coding frameworks for f
Page 262 and 263: Appendix 3: Coding frameworks for f
Page 264 and 265: Appendix 4: Schools that participat
Page 266 and 267: Appendix 5: Schools that participat
Page 268 and 269: Appendix 6: Multiple regression ana
Page 270 and 271: References 259 Assmann, A. (2010)
Page 272 and 273: References 261 Carr, E.H. (1964) Wh
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
Page 286: Centre for Holocaust Education UCL
show all

What do students know and understand about the Holocaust?

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?