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“Who Wants to Be Sad Over and Over Again?”

Emotion Ideologies in Contemporary German Education about the Holocaust

Lisa Jenny Krieg

Based on an ethnographic field study in Cologne, this article discusses the connection between memory practices and emotion ideologies in Holocaust education, using Sara Ahmed’s concept of affective economies. Moral goals, political demands, and educators’ care for their students lead to tensions in the education process. Two case studies illustrate how educators and learners express different, often contradictory concepts of emotion. In these studies, emotions are selectively opposed to rationality. In some contexts, emotions are considered inferior to facts and obstacles to the learning process; in others, they are superior to facts because they can communicate moral messages reliably.

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Problematic Portrayals and Contentious Content

Representations of the Holocaust in English History Textbooks

Stuart Foster and Adrian Burgess

This article reports on a study about the ways in which the Holocaust is portrayed in four school history textbooks in England. It offers detailed analysis and critical insights into the content of these textbooks, which are commonly used to support the teaching of this compulsory aspect of the history National Curriculum to pupils aged eleven to fourteen. The study draws on a recent national report based on the responses of more than 2,000 teachers and explicitly uses the education guidelines of the International Holocaust Remembrance Alliance (IHRA) as a benchmark against which to evaluate the textbook content. It identifies a number of potentially alarming findings of which two themes predominate: a common tendency for textbooks to present an “Auschwitz-centric,” “perpetrator narrative” and a widespread failure to sensitively present Jewish life and agency before, during, and after the war. Ultimately, the article calls for the improvement of textbook content, but equally recognizes the need for teachers to be knowledgeable, judicious, and critical when using textbooks in their classrooms.

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Esilda Luku

history in Albanian history textbooks, but does not mention the efforts of Albanians to rescue Jews during the Holocaust. 3 While numerous international studies exist on the representation of the Holocaust in school textbooks and on Holocaust education

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Cornelia Wilhelm

. 17 Supporting the emerging American Civil Rights Movement, fighting progressing alienation in American congregations in the 1950s, sharing their experiences in Holocaust education projects, or confronting post-war Germany for American Jewish

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Victor Jeleniewski Seidler

everyday technology of occupation fosters a feeling of superiority and inferiority that makes equal relationships more difficult. But there are also echoes of a Holocaust education that have become more embedded in Israeli education so that young soldiers

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It was horrible, but we live now

The experience of young German adults in everyday encounters with the Holocaust

Lisa J. Krieg

the development of a Holocaust education that does not intentionally introduce discomfort into experiences with the Holocaust. Acknowledgments I want to thank the Friedrich-Ebert-Foundation for generously funding my research project; Ton Robben and