What do students know and understand about the Holocaust?

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iii Contents About the UCL Centre for Holocaust Education Acknowledgements and authorship Glossary Foreword by Sir Peter Bazalgette Foreword by Professor Yehuda Bauer iv iv v vi viii Executive summary 1 Part I Introductions 5 1. Introduction 7 2. Methodology 23 Part II Conceptions and encounters 35 3. Collective conceptions of the Holocaust 37 4. Encountering representations of the Holocaust in classrooms and beyond 71 Part III Historical knowledge and understanding of the Holocaust 99 Preface 101 5. Who were the victims? 105 6. Who were the perpetrators and who was responsible? 139 7. When and where did the Holocaust take place? 171 Part IV Reflections and the way ahead 201 8. Considerations and recommendations 203 Appendices 223 1. The survey 225 2. Attitudinal scales used in the survey 247 3. Coding frameworks for free-text questions 249 4. Schools that participated in the survey 252 5. Schools that participated in the focus groups 255 6. Multiple regression analyses 256 References 258 www.ioe.ac.uk/holocaust
iv About the UCL Centre for Holocaust Education This research report has been written under the auspices of the University College London (UCL) Centre for Holocaust Education. The Centre is part of the UCL Institute of Education – currently the world’s leading university for education – and is comprised of a team of researchers and educators from a variety of different disciplinary fields. The Centre works in partnership with the Pears Foundation who, together with the Department for Education, have co-funded its operation since it was first established in 2008. A centrally important principle of all activity based at the UCL Centre for Holocaust Education is that, wherever possible, classroom practice and support for teachers should be informed by academic scholarship and relevant empirical research. In 2009, Centre staff published an extensive national study of secondary school teachers’ experience of and attitudes towards teaching about the Holocaust (Pettigrew et al. 2009). This new report builds on that earlier work by critically examining English school students’ knowledge and understanding of this history. In both cases, research findings have been – and will continue to be – used to develop a programme of continuing professional development (CPD) and classroom materials which are uniquely responsive to the concerns and issues faced by teachers and students in encountering this complex and challenging subject in schools. The UCL Centre for Holocaust Education is the only institution of its kind, both within the United Kingdom and internationally, where pioneering empirical research leads to innovative and ground-breaking teacher development and the production of accompanying educational resources specifically designed to address clearly identified classroom needs. The Centre offers a wide-ranging educational programme appropriate to teachers at all stages of their careers through a carefully constructed ‘pathway of professional development’. This provides opportunities for individuals to progressively deepen their knowledge and improve their practice. It offers a national programme of Initial Teacher Education in Holocaust education and a variety of in-depth and subject-specific CPD. In addition, the Centre also offers online distance learning facilities, including a fully accredited taught Masters-level module The Holocaust in the Curriculum. Through its Beacon School programme, Centre staff work intensively with up to 20 schools across England each year in order to recognise and further develop exemplary whole-school approaches and effective pedagogy. All of the courses and classroom materials developed by the UCL Centre for Holocaust Education are available free of charge to teachers working in England’s statefunded secondary schools. Further information can be found at www.ioe.ac.uk/holocaust. Acknowledgements and authorship The principal authors of the report are Professor Stuart Foster, Dr Alice Pettigrew, Dr Andy Pearce and Dr Rebecca Hale, with significant additional contributions made by Adrian Burgess, Paul Salmons and Ruth- Anne Lenga. The research upon which the report draws was conducted primarily by Adrian Burgess, Rebecca Hale, Stuart Foster, Andy Pearce, Ruth-Anne Lenga and Alice Pettigrew, supported by Dr Michael Gray, Christopher Edwards, Catrina Kirkland, Rachel Ryan and Mary Sawtell. The authors are also very grateful to Ros Ashby whose creative thought and exploratory pilot work significantly impacted the direction of this research. Colleagues from both the Centre for Holocaust Education and elsewhere within UCL also provided critical insight and commentary. These include Dr Arthur Chapman, Darius Jackson, Emma O’Brien, Professor Alice Sullivan and Dr Nicola Wetherall. Particular thanks are due to Trevor Pears CMG, Amy Braier and Bridget McGing at the Pears Foundation for their outstanding support, advice and close collegiality. The Centre also benefits immeasurably from the wise counsel, insights and friendship of Ben Helfgott MBE who is a longstanding advocate for the work we do. We would additionally like to thank those individuals and organisations who acted as external consultants at various stages of this research, including Professor Monique Eckmann, Dame Helen Hyde, Michael Maddison and Dr Geoffrey Short as well as officials from the Department for Education. Professor David Cesarani, Professor Tony Kushner and Professor Tom Lawson each provided invaluable historiographical feedback on specific chapters of this report. Enormous thanks are also due to Ashleigh Thomson, Chitro Ghose, Louise Palmer, Julia Vale, Shazia Syed, Robin Friend and Laura Schmah. Their support and combined expertise and patience have been indispensable in both managing the logistics involved in undertaking a research project of this scope and scale and in drawing together this final report. Finally, we are especially grateful to all of the students who participated in this study sharing with us their understandings and opinions and to all the teachers and other staff members who made it possible for us to visit their schools.
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102 Preface often socially construc
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108 Who were the victims? Figure 5.
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Appendix 1: The Survey 225 Appendix
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Appendix 1: The Survey 231 Explorin
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Appendix 1: The Survey 233 Do you r
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Appendix 1: The Survey 235 42. Who
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Appendix 1: The Survey 237 The Nazi
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Appendix 1: The Survey 239 64. What
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Appendix 1: The Survey 241 71. If y
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Appendix 1: The Survey 243 Returnin
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Appendix 1: The Survey 245 87. Have
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Appendix 2: Attitudinal scales used
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References 259 Assmann, A. (2010)
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References 261 Carr, E.H. (1964) Wh
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References 263 Emler, N. and Ohana,
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References 265 Howitt, D. and Crame
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References 267 Levstik, L.S. (2000)
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References 269 Resnick, L.B. (1989)
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References 271 Snyder, T. (2009)
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References 273 Yeager, E., Anderson
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