What do students know and understand about the Holocaust?

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References 267 Levstik, L.S. (2000) ‘Articulating the silences: Teachers’ and adolescents’ conceptions of historical significance’. In P.N. Stearns, P. Seixas and S. Wineburg (eds) Knowing, Teaching, and Learning History: National and international perspectives. New York: New York University Press, 284–305. Levstik, L. and Barton, K. (1996) ‘“They still use some of their past”: Historical salience in elementary children’s chronological thinking’. Journal of Curriculum Studies, 28 (5), 531–76. Lifton, R.J. (2000) The Nazi Doctors: Medical killing and the psychology of genocide. Reissue. New York: Basic Books. Lipkus, I. (1991) ‘The construction and preliminary validation of a Global Belief in a Just World Scale and the exploratory analysis of the Multidimensional Belief in a Just World’. Personality and Individual Differences, 12 (11), 1171–8. Lipstadt, D. (1994) Denying the Holocaust: The growing assault on truth and memory. London: Penguin. Lisle, D. (2006) ‘Sublime lessons: Education and ambivalence in war exhibitions’. Millennium – Journal of International Studies, 34 (3), 841-62. London Jewish Cultural Centre (2009) ‘Full scale of Holocaust unknown to British children’. Press release. London: London Jewish Cultural Centre. Longerich, P. (2010) Holocaust: The Nazi persecution and murder of the Jews. Oxford: Oxford University Press. Longerich, P. (2012) Heinrich Himmler. Oxford: Oxford University Press. Lowe, R. (1999) ‘Education and national identity’. History Education, 28 (3), 235–50. Maitles, H. and Cowan, P. (2004) ‘One country, many cultures!: Does Holocaust education have an impact on pupils’ citizenship values and attitudes?’ Scottish Educational Research Association conference, Perth, 25-27 November. Marrus, M. (1987) The Holocaust in History. London: Weidenfeld & Nicolson. Matthäus, J. (2008) ‘Agents of the Final Solution: Perpetration in historical perspective’. In D. Bankier and D. Michmann (eds) Holocaust Historiography in Context: Emergence, challenges, polemics and achievements. Jerusalem: Yad Vashem, 327–37. Mazower, M. (2008) Hitler’s Empire: Nazi rule in occupied Europe. London: Penguin Books. Add reference below Mazower 2008: McKeown, M.G. and Beck, I.S. (1994) ‘Making sense of accounts of history: Why young students don’t and how they might’. In G. Leinhardt, I.L. Beck and C. Stainton (eds) Teaching and Learning in History. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 1–26. Meliza, E. (2011) ‘Holocaust Education and the Student Pperspective: Toward a Grounded Theory of Student Engagement in Social Studies Education’. Unpublished PhD thesis. University of Oklahoma. Meseth, W. and Proske, M. (2010) ‘Mind the gap: Holocaust education in Germany, between pedagogical intentions and classroom interactions’. Prospects: Quarterly Review of Comparative Education, 40 (2), 201–22. Michman, D. (2011) The Emergence of Jewish Ghettos During the Holocaust. Cambridge: Cambridge University Press. Misco, T. (2008) ‘“We did also save people”: A study of Holocaust education in Romania after decades of historical silence’. Theory and Research in Social Education, 36 (2), 61–94. Misco, T. (2010) ‘Moving beyond fidelity expectations: Rethinking curriculum reform for controversial topics in post-Communist settings’. Theory and Research in Social Education, 38 (2), 182–216. Moscovici, S. (1981) ‘On social representations’. In J. Forgas (ed.) Social Cognition: Perspectives on everyday understanding. London: Academic Press, 181–209. Moscovici, S. (1984) ‘The phenomenon of social representations’. In R. M. Farr and S. Moscovici (eds) Social Representations. Cambridge: Cambridge University Press, 3–69. Moscovici. S. (1998) ‘The history and actuality of social representations’. In U. Flick (ed.) The Psychology of the Social. Cambridge: Cambridge University Press, 209–47. Muschamp, H. (1993) ‘Shaping a monument to memory’. The New York Times, 11 April. Online. http://www.nytimes.com/1993/04/11/arts/ architecture-view-shaping-a-monument-tomemory.html (accessed 1 July 2015). www.ioe.ac.uk/holocaust
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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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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 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 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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