What do students know and understand about the Holocaust?

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References 269 Resnick, L.B. (1989) ‘Introduction’. In L.B. Resnick (ed.) Knowing, Learning, and Instruction: Essays in Honor of Robert Glaser. Hillsdale, NJ: Erlbaum, 1–24. Rich, N. (1973) Hitler’s War Aims: Ideology, the Nazi state, and the course of expansion. Vol. 1, New York: W.W. Norton. Richardson, A. (2012) ‘Holocaust Education: An Investigation into the Types of Learning That Take Place When Students Encounter the Holocaust’. Unpublished PhD thesis, Brunel University. Romi, S. and Lev, M. (2007) ‘Experiential learning of history through youth journeys to Poland: Israeli Jewish youth and the Holocaust’. Research in Education, 78, 88–102. Roseman, M. (2003) The Villa, The Lake, The Meeting: Wannsee and the final solution. London: Penguin Books. Rosen, Y. and Salomon, G. (2011) ‘Durability of peace education effects in the shadow of conflict’. Social Psychology of Education, 14 (1), 135–47. Rosenfeld, A. H. (2011) The End of the Holocaust. Bloomington, Indiana: Indiana University Press. Rowley, T. (2011) ‘Stop teaching about the holocaust so that children see Germany in a better light, says Lord Baker’. The Telegraph, 24 December. Online. http://bit.ly/1RCCWzc (accessed 26 June 2015). Rowson, J. (2013) ‘Taking spirituality seriously’. New Humanist, 13 December. Online. https:// newhumanist.org.uk/articles/4476/takingspirituality-seriously (accessed 30 July 2015). Rüsen, J. (1987) ‘Historical narration: Foundation, types, reason’. History and Theory, 26 (4), 87–97. Rüsen, J. (1993) Studies in Metahistory. Pretoria: Human Sciences Research Council. Rüsen, J. (2004) ‘Historical consciousness: Narrative structure, moral function, and ontogenetic development’. In P. Seixas (ed.) Theorizing Historical Consciousness. Canada: Toronto University Press. 63–85. Russell, L.E. (2005) ‘Teaching the Holocaust History: Policy and Classroom Perspectives’. Unpublished PhD thesis, Goldsmiths College, University of London. Russell, L. (2006) Teaching the Holocaust in School History. London: Continuum. Rutland, S.D. (2010) ‘Creating effective Holocaust education programmes for government schools with large Muslim populations in Sydney’. Prospects: Quarterly Review of Comparative Education, 40 (1), 75–91. Salmons, P. (2003) ‘Teaching or preaching? The Holocaust and intercultural education in the UK’. Intercultural Education, 14 (2), 139–49. Salmons, P. (2010) ‘Universal meaning or historical understanding? The Holocaust in history and history in the curriculum’. Teaching History, 141, 57–63. Sammut, G., Tsirogianni, S., and Wagoner, B. (2012) ‘Representations from the past: Social relations and the devolution of social representations’. Integrative Psychological and Behavioral Science, 46 (4), 493-511. Schar, B.C. and Sperisen, V. (2010) ‘Switzerland and the Holocaust: Teaching contested history’. Journal of Curriculum Studies, 42 (5), 649-69. Schilling, D.G. (1996) ‘The Dead End of Demonizing: Dealing with perpetrators in teaching the Holocaust’. 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, 196–211. Schultz, L.H., Barr, D.J. and Selman, R.L. (2001) ‘The value of a developmental approach to evaluating character development programmes: An outcome study of Facing History and Ourselves. Journal of Moral Education, 30 (1), 3–27. Schulz, W., Ainley, J., Fraillon, J., Kerr, D. and Losito, B. (2010) ICCS 2009 International Report: Civic knowledge, attitudes and engagement among lower secondary school students in thirty-eight countries. Amsterdam: International Association for the Evaluation of Educational Achievement. Online. http://www.iea.nl/fileadmin/user_upload/ Publications/Electronic_versions/ICCS_2009_ International_Report.pdf (accessed 19 June 2015). Schulz, W., Ainley, J., Friedman, T. and Lietz, P. (2011) ICCS 2009 Latin American Report: Civic knowledge and attitudes among lower secondary students in six Latin American countries. Amsterdam: International Association for the Evaluation of Educational Achievement. Online. http://www.iea.nl/fileadmin/user_upload/ Publications/Electronic_versions/ICCS_2009_ Latin_American_Report.pdf (accessed 9 June 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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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 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
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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 278 and 279: References 267 Levstik, L.S. (2000)
Page 282 and 283: References 271 Snyder, T. (2009)
Page 284 and 285: References 273 Yeager, E., Anderson
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