Holocaust Education in Primary Schools in the Twenty-First Century
Current Practices, Potentials and Ways Forward
Editors: Szejnmann, Claus-Christian W., Cowan, Paula, Griffiths, James (Eds.)
Free Preview- Provides the first English language study that focuses on teaching the Holocaust to primary aged students
- Brings together a range of contributors, including Holocaust educational researchers, school and museum educators from across the globe
- Offers new insight into the diverse ways in which primary aged students engage with Holocaust education
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- About this book
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This collection is the first of its kind, bringing together Holocaust educational researchers as well as school and museum educators from across the globe, to discuss the potentials of Holocaust education in relation to primary school children. Its contributors are from countries that have a unique relationship with the Holocaust, such as Germany, Israel, neutral Switzerland, and Allied countries outside the UK. Their research provides new insight into the diverse ways in which primary aged students engage with Holocaust education. Chapters explore the impact of teaching the Holocaust to this age group, school and museum teaching pedagogies, and primary students’ perspectives of the Holocaust. This book will appeal to school and museum educators of primary aged students whose work requires them to teach the Holocaust, Citizenship (or Civics) or Human Rights Education. Since the turn of the twenty-first century there has been a transformation in school and museum-based Holocaust education. This book clearly demonstrates that primary education has been included in this transformation.
- About the authors
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Claus-Christian W. Szejnmann is Professor of Modern History at Loughborough University, UK. His research considers how contemporaries responded to Nazism and genocide. Major publications include two monographs, four edited books, and one edited special journal. He recently co-edited A Companion to the Third Reich (2018).
Paula Cowan is Reader in Education at the University of the West of Scotland, UK. Her research focuses on school-based citizenship and Holocaust education. She is the joint editor of Teaching Controversial Issues in the Classroom (2012), and the leading author of Understanding and Teaching Holocaust Education (2017).
James Griffiths is Director of Learning at the UK National Holocaust Centre and Museum. He defines and implements the Centre’s learning strategy and quality assures its learning programmes. He speaks regularly at national and international events about the period 1933-45, and how it can be taught successfully to primary-aged pupils
- Table of contents (15 chapters)
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Curricular Imprints or the Presence of Curricular Pasts: A Study of One Third Grader’s Holocaust Education 12 Years Later
Pages 3-18
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Using Holocaust Testimony in Primary Education: An Initial Inquiry
Pages 21-40
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There’s No ‘J’ in (the) Holocaust: Perceptions and Practice of Holocaust Education
Pages 41-56
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Poetry, Charcoal and a Requiem: An Interdisciplinary Approach to Teaching the Holocaust to Primary Students
Pages 57-73
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Transformative Transition: The Case for Religious Education in Cross-Curricular Holocaust Education Across the Primary/Secondary Divide in English Schools
Pages 75-94
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Table of contents (15 chapters)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- Holocaust Education in Primary Schools in the Twenty-First Century
- Book Subtitle
- Current Practices, Potentials and Ways Forward
- Editors
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- Claus-Christian W. Szejnmann
- Paula Cowan
- James Griffiths
- Series Title
- The Holocaust and its Contexts
- Copyright
- 2018
- Publisher
- Palgrave Macmillan
- Copyright Holder
- The Editor(s) (if applicable) and The Author(s)
- eBook ISBN
- 978-3-319-73099-8
- DOI
- 10.1007/978-3-319-73099-8
- Hardcover ISBN
- 978-3-319-73098-1
- Softcover ISBN
- 978-3-030-10315-6
- Edition Number
- 1
- Number of Pages
- XXII, 278
- Number of Illustrations
- 5 b/w illustrations, 4 illustrations in colour
- Topics
