What do students know and understand about the Holocaust?

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References 271 Snyder, T. (2009) ‘Holocaust: The ignored reality’, The New York Review of Books, 16 July. Online. http://www.nybooks.com/articles/archives/2009/ jul/16/holocaust-the-ignored-reality/ (accessed 2 July 2015). Snyder, T. (2010) Bloodlands: Europe Between Hitler and Stalin. New York: Basic Books. Sontag. S. (2003) Regarding the Pain of Others. London: Penguin Books. Spalding, E., Savage, T.A. and Garcia, J. (2007) ‘The march of remembrance and hope: Teaching and learning about diversity and social justice through the Holocaust’. Teachers College Record, 109 (6), 1423–56. Spears, R. (2007) ‘Ingroup-outgroup bias’. In R.F. Baumeister and K.D. Vohs (eds) Encyclopedia of Social Psychology. California: Sage Publications Inc. Steiner, G. (1988) ‘The Long Life of Metaphor: An Approach to the “Shoah”’. In B. Lang (ed.) Writing and the Holocaust. New York, London: Holmes & Meier, 154–171. Stevick, D. (2010)’ Education policy as normative discourse and negotiated meanings: Engaging the Holocaust in Estonia’. Prospects: Quarterly Review of Comparative Education, 40 (2), 239–56. Stevick, D. and Michaels, D. (2013) ‘Empirical and normative foundations of Holocaust education: Bringing research and advocacy into dialogue’. Intercultural Education, 24 (1–2), 1–18. Stone, D. (2010) Histories of the Holocaust. Oxford: Oxford University Press. Stone, D. (2015) The Liberation of the Camps: The end of the Holocaust and its aftermath. New Haven, CT: Yale University Press. Sullivan, A. and Brown, M. (2015) ‘Reading for pleasure and progress in vocabulary and mathematics’. British Educational Research Journal. Online. http://onlinelibrary.wiley.com/ doi/10.1002/berj.3180/abstract (accessed 29 July 2015). Supple, C. (1992) ‘The Teaching of the Nazi Holocaust in North Tyneside, Newcastle and Northumberland Secondary Schools’. PhD thesis. Newcastle: University of Newcastle. Tooze, A. (2007) The Wages of Destruction: The making and breaking of the Nazi economy. London: Penguin Books. Tormey, R. (2006) ‘The construction of national identity through primary school history: The Irish case’. British Journal of Sociology of Education, 27 (3), 311–24. Torney-Purta, J. (1991) ‘Schema theory and cognitive psychology: Implications for social studies’. Theory and Research in Social Education, 19 (2) 189–210. Tosh, J. (2008) Why History Matters. Basingstoke: Palgrave Macmillan. Totten, S. (2002) Holocaust Education: Issues and approaches. Boston, MA: Allyn and Bacon. Totten, S., Feinberg, S. and Fernekes, W. (2001) ‘The significance of rationale statements in developing a sound Holocaust education program’. In S. Totten and S. Feinberg (eds.) Teaching and Studying the Holocaust. Boston, MA: Allyn and Bacon. Uzzell, D. and Blud, L. (1993) ‘Vikings! Children’s social representations of history’. In G. Breakwell and D. Canter (eds) Empirical Approaches to Social Representations. Oxford: Clarendon Press. Wachsmann, N. (2015) KL: A history of the Nazi concentration camps. London: Little, Brown. Vansledright, B.A. (2004) ‘What does it mean to think historically … and how do you teach it?’ Social Education, 68 (3), 230–33. Vansledright, B.A. and Afflerbach, P. (2005) ‘Assessing the status of historical sources: An exploratory study of eight US elementary students reading documents’. In P. Lee, P. Gordon and R. Ashby (eds) International Review of History Education, Vol. 4: Understanding history – recent research in history education. London: Routledge, 1–20. Voss, J.F., Wiley, J. and Kennet, J. (1998) ‘Student perceptions of history and historical concepts’. In J.F. Voss and M. Carretero (eds) International Review of History Education, Vol. 2: Learning and reasoning in history. London: Woburn Press, 307–30. Wagoner, B. (2011) ‘Meaning construction in remembering: A synthesis of Bartlett and Vygotsky’. In P. Stenner (ed.) Theoretical Psychology: Global transformations and challenges. Concord, ON: Captus Press Inc., 105-14. Wagoner, B. (2013) ‘Bartlett’s concept of schema in reconstruction’. Theory and Psychology, 23 (50), 553–75. 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 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 280 and 281: References 269 Resnick, L.B. (1989)
Page 284 and 285: References 273 Yeager, E., Anderson
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