A Global Mapping of the Holocaust in Textbooks and Curricula

Carrier, Peter; Fuchs, Eckhardt; Messinger, Torben

doi:10.1007/978-3-319-15419-0_14

Cited by 22 publications

(13 citation statements)

References 4 publications

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“…Romani experiences during the Second World War are presented overwhelmingly from the perspective of the perpetrators, a finding that echoes broader research on the Holocaust in textbooks. Studies have shown how the perpetrator's narrative is privileged, while Jewish life, history, and culture before and after the Holocaust, Jewish resistance or viewpoints, are often missing from dominant accounts of the Holocaust (Boersema and Schimmel 2008;Carrier and Kohler 2020;Luku 2020). We found similar patterns in narratives of the Roma Holocaust in the dataset.…”

Section: Perpetrators' Viewpointsupporting

confidence: 56%

“…Even though content of textbooks alone cannot reveal what is actually taught in schools, it can give invaluable insights into the issues and discursive frames which students will most likely face during their formal education. This article begins with two key observations in current textbook research: First, studies on representations of the Holocaust and other atrocities of the Second World War have revealed that textbooks covering these topics rarely mention Roma (Carrier and Kohler 2020;Luku 2020). A study on the representation of Roma in European textbooks, however, has shown that the Roma Holocaust is, alongside demographic aspects, the most prominent theme in textbooks that make any reference to Roma at all (Council of Europe 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Two major aims of Holocaust education have been identified by cross-national textbook studies: One emphasizes historical knowledge, the other civic and human rights education (Bromley and Russell 2010;Carrier, Fuchs, and Messinger 2015). The latter is influenced by postwar responses resulting in heightened national, European, and international understandings of humanity and morality, as well as the need to protect these values within our societies and embrace a collective value of justice (Alexander 2013).…”

Section: Introductionmentioning

confidence: 99%

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Between Antigypsyism and Human Rights Education: A Critical Discourse Analysis of the Representations of the Roma Holocaust in European Textbooks

Pecak¹,

Spielhaus²,

Szakács-Behling³

2022

CRS

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This paper investigates representations of the Roma Holocaust in European textbooks on history, civics, and geography for pupils in upper primary to the end of secondary education. By applying critical discourse analysis (CDA) to a dataset of 472 passages and images referring to the Roma Holocaust from 869 textbooks, this paper reveals educational discourses of in/exclusion by focusing on narratives and linguistic tools, such as speech acts, level of detail and specificity, perspectives in semantic and grammatical forms, vocabulary and syntax. Most knowledge disseminated on the Roma Holocaust concerns numbers and technicalities of murder while Roma-specific details, survivor stories, and individual voices, as well as Romani terminology for the Holocaust (Porrajmos) are rare. Generally, the textbooks show little commitment to circulating knowledge about the Roma Holocaust, or specifically focusing on civic or human rights education. Portrayals of the Roma Holocaust are permeated by both explicitly and implicitly racist discourses, coupled with a distinct lack of critical tools withwhich to deconstruct these narratives. Overall, current textbook representations of the Roma Holocaust mirror social discourse and possibly serve to reproduce Romani exclusion and risk reinforcing antigypsyism attitudes.

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Section: Perpetrators' Viewpointsupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Between Antigypsyism and Human Rights Education: A Critical Discourse Analysis of the Representations of the Roma Holocaust in European Textbooks

Pecak¹,

Spielhaus²,

Szakács-Behling³

2022

CRS

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“…As the domain through which remembrance is formally transferred to the next generation, educating about the Holocaust has undergone a progressive expansion and institutionalisation, with the subject being incorporated into formal school curricula through its inclusion in (official) school syllabi and in teacher training institutions (Eckmann et al, 2017). Currently, Holocaust education encompasses curricula, textbooks, and informal or formal efforts to teach and learn about the Holocaust in multiple learning settings (Carrier et al, 2015; Foster et al, 2020; Garber & Hanson, 2023; UNESCO, 2017).…”

Section: Introductionmentioning

confidence: 99%

An examination of learning ecologies associated with the Holocaust: The role of social media

Manca

Raffaghelli

2023

Computer Assisted Learning

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BackgroundHolocaust memory and learning processes have become increasingly mediatised as a result of rapid technological advances. There is, however, little information available regarding how people learn about this topic informally through social media.ObjectivesThis paper explores how adult learners develop their learning ecologies by using social media to learn about the Holocaust informally.MethodsThe study uses a learning ecology perspective to analyse the interests, expectations and learning process of a group of adult learners (N = 276). An online survey tool was developed to collect information on the interests, expectations, and benefits of learning about Holocaust‐related topics among online users of four Italian Holocaust museums' social media profiles (Facebook, Twitter, Instagram and YouTube). Descriptive and inferential statistics were used to summarise the characteristics of the sample and to answer the research questions.Results and ConclusionsThe results show that most of the respondents are mostly women, with an average age of 50 and a higher level of education. In terms of interest and expectations, they are particularly interested in issues related to the intertwining of transnational and national memory. They also express a sense of civic responsibility with regard to the legacy of the Holocaust. Finally, components of the learning process show proactive behaviour and a preference for individual learning, while interaction with peers is considered less important.TakeawaysThere is an urgent need to understand how learners' preferences influence the development of learning ecologies and the types of content they are most likely to be exposed to as a result. It is also important for social media content providers to understand that learners are looking for quality resources and trustworthy content to further their education.

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“…This article aims to shed light on digital entertainment gaming as an expression of a 'popular' historical culture that co-configures the broader understanding of the Second World War and is fundamentally transnational in nature, in contrast to many school history curricula, which are often still structured along, for example, national lines (e.g., Carrier, Fuchs, & Messinger, 2015;Crawford & Foster, 2008; these studies highlight how the discussion of the Second World War in schools is still strongly locally/nationally embedded, although a focus on broader topics such as the Holocaust and the development of historical thinking skills has become more prominent in history curricula in recent years, especially in North America and Europe). To do so, I will not study specific games or player experiences (for such an analysis, see Van den Heede, 2018).…”

mentioning

confidence: 99%

‘Experience the Second World War like never before!’ Game paratextuality between transnational branding and informal learning (‘¡Experimenta la Segunda Guerra Mundial como nunca antes!’ La paratextualidad de los videojuegos entre el branding transnacional y el aprendizaje informal)

Heede

2020

Journal for the Study of Education and Development

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In contemporary historical culture, digital entertainment games about the Second World War have become a prominent format for cultural expression. By allowing players to actively engage with the history of the Second World War, this body of commercial digital entertainment games can significantly co-configure how this war is understood, especially in light of the blurring distinction between formal and informal historical learning. This article presents an interpretative content analysis of the marketing 'paratexts' of a corpus of digital entertainment games about the Second World War that are shared through online game stores and online game community platforms. This is done to provide insight into how digital entertainment games and their online community platforms can function as sites for informal historical learning, both in relation to the history of the Second World War and the central goals of formal history education. RESUMEN Los juegos de entretenimiento digital sobre la Segunda Guerra Mundial se han convertido en un formato prominente para la expresión cultural en el ámbito de la historia contemporánea. Al permitir a los jugadores participar de manera activa con la historia de la Segunda Guerra Mundial, esta masa de juegos de entretenimiento digital en el mercado puede significativamente coconfigurar cómo se entiende esta guerra, en particular dada la distinción cada vez menos clara entre el aprendizaje histórico formal e informal. Este artículo presenta un análisis de contenido interpretativo de los 'paratextos' en torno al marketing del corpus de juegos de entretenimiento digital sobre la Segunda Guerra Mundial compartidos a través de tiendas de juegos en línea y plataformas comunitarias de juegos en línea. Nuestro objetivo es aportar conocimientos sobre cómo los juegos de entretenimiento digital y sus plataformas comunitarias en línea pueden funcionar como sitios para el aprendizaje informal de la historia, tanto en relación a la historia

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A Global Mapping of the Holocaust in Textbooks and Curricula

Cited by 22 publications

References 4 publications

Between Antigypsyism and Human Rights Education: A Critical Discourse Analysis of the Representations of the Roma Holocaust in European Textbooks

Between Antigypsyism and Human Rights Education: A Critical Discourse Analysis of the Representations of the Roma Holocaust in European Textbooks

An examination of learning ecologies associated with the Holocaust: The role of social media

‘Experience the Second World War like never before!’ Game paratextuality between transnational branding and informal learning (‘¡Experimenta la Segunda Guerra Mundial como nunca antes!’ La paratextualidad de los videojuegos entre el branding transnacional y el aprendizaje informal)

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