Title As the witnesses fall silent : 21st Century Holocaust education in curriculum, policy and practice / Zehavit Gross, E. Doyle Stevick, editors

Published Cham : Springer, 2015

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Description 1 online resource (xv, 512 pages) : illustrations Contents Dedication; Preface; Editors' Notes and Acknowledgements; Contents; Part I: Introduction; Holocaust Education in the 21st Century: Curriculum, Policy and Practice; References; Part II: Framing the Issues for a New Millennium; Address to the German Bundestag: Holocaust Remembrance Day (Berlin, 27 January, 2000); "Why Does the Way of the Wicked Prosper?": Teaching the Holocaust in the Land of Jim Crow; References; Is Teaching and Learning about the Holocaust Relevant for Human Rights Education?; Introduction; Teaching and Learning about the Holocaust Today; Focusing on History or on Memory? Focusing on History or on the Lessons of History? What Does Human Rights Education in Holocaust Education Mean?; Learning about Human Rights in the Context of Holocaust Education; Learning for Human Rights in the Context of Holocaust Education; Learning within Human Rights in the Context of Holocaust Education; Can, and Should, Teaching about the Holocaust be a Tool for Human Rights Education?; Further Challenges; Reinforce Links to Neighbouring Topics; Reach out to New Target Groups; Develop Experimental Joint Projects to Bring Together Both Fields; Conclusions; References Shoah, Antisemitism, War and Genocide: Text and ContextLearning from Eyewitnesses: Examining the History and Future of Personal Encounters with Holocaust Survivors and Resistance Fighters; Introduction; Pride and Shame; Jewish Voices; From Avoiding Emotion to Embracing Emotion; Guest Speakers in Schools; Collaborators and Perpetrators; The 1990s: War Returns to Europe; National Self-Image and the Shoah; Less Lecture, More Discussion; References; Teaching about and Teaching through the Holocaust: Insights from (Social) Psychology; Introduction Teaching about and through the History of the Holocaust Anne Frank's Insight; Failing to Empathise; Social Conformity and Social Norms; Conclusions and Discussion; References; Part III: Reckoning with the Holocaust in Israel, Germany and Poland; Between Involuntary and Voluntary Memories: A Case Study of Holocaust Education in Israel; The Personal, the Public and the Private in Israeli Holocaust Education and Commemoration; The Holocaust in Israeli Education; Methodology; Attitudes toward the Holocaust and Holocaust Education: Seeing Them Chronologically; Analysing Knowledge The Ontological LevelPublic Rejection: 1943-1961; Public Recognition: 1961-1980; Construction: 1980-2000; Deconstruction: 2000-Present; From the Ontological Level to the Epistemological; The Holocaust and Jewish Identity; Dilemmas Accompanying Holocaust Education; Particularism versus Universalism; Selectivity versus a Holistic Approach to Jewish History; Religious versus Secular; Israel versus the Diaspora; Major Educational and Methodological Challenges; Emotional Identification with the Victims; Mimetic versus Transformative Learning Summary This volume represents the most comprehensive collection ever produced of empirical research on Holocaust education around the world. It comes at a critical time, as the world approaches the 70th anniversary of the liberation of Auschwitz. We are now at a turning point as the generations that witnessed and survived the Shoah are slowly passing on. Governments are charged with ensuring that this defining event of the 20th century should take its rightful place in the historical consciousness of the world's peoples and their education. The policies and practices of Holocaust education around the world are as diverse as the countries that grapple with its history and its meaning. The effort to reconcile national histories and memories with the international realities of the Holocaust and its implications for the present persists. These efforts take place at a time when scholarship about the Holocaust itself has made great strides. In this book, these issues are framed by some of the leading voices in the field, including Elie Wiesel and Yehuda Bauer, and then explored by many distinguished scholars who represent a wide range of expertise. Holocaust education is of such significance, so rich in meaning, so powerful in content, and so diverse in practice that the need for extensive, high-quality empirical research is critical. This book provides exactly that Analysis onderwijs education onderwijsbeleid educational policy leerplan curriculum Education (General) Onderwijs (algemeen) Bibliography Includes bibliographical references Notes English Online resource; title from PDF title page (SpringerLink, viewed March 25, 2015) Subject Holocaust, Jewish (1939-1945) -- Study and teaching HISTORY -- Europe -- Western. Study skills Holocaust, Jewish (1939-1945) -- Study and teaching. Form Electronic book Author Gross, Zehavit, editor. Stevick, Doyle, 1969- editor. ISBN 9783319154190 3319154192 3319154184 9783319154183

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