Avoiding Inappropriate Pedagogy in Middle School Teaching of the Holocaust

What do teachers think of death education?

“…Research into death education has advanced notably in recent years, with studies on the following topics: (a) the purposes of education (M elich, 1989); (b) different approaches to and aspects of how death may be taught, relating it to emotional education, the life cycle (Aspinall, 1996), education for life (Corr et al, 2019;Petitfils, 2016), socio-critical competence (Mantegazza, 2004), the curriculum, teaching methods, education for awareness (Herr an & Cortina, 2006;Herr an et al, 2000), and topics such as genocide and the Holocaust (Bos, 2014;Burtonwood, 2002;Lindquist, 2007;Zembylas, 2011); (c) teaching resources for death education (Herr an & Cortina, 2006;Herr an et al, 2000) such as the cinema (Cortina & Herr an, 2011), children's literature (Colomo, 2016) and service learning (Rodr ıguez et al, 2015); (d) "partial" or "little deaths" (Dennis, 2009;Herr an et al, 2000); (e) counseling for bereavement in schools through tutorial action (Dyregrov et al, 2013;Herr an & Cortina, 2006;Herr an et al, 2000;Holland, 2008;Willis, 2002); and (f) the presence of death in the curriculum at the different levels of education (Herr an et al, 2000(Herr an et al, , 2019James, 2015;Rodr ıguez et al, 2020;Stylianou & Zembylas, 2018).…”

Do parents want death to be included in their children’s education?

“…Also, the study of the purposes of death education is present in the existing theory and research (e.g. Affifi & Christie, 2019;Bos, 2014;Corr et al, 2019;Herrán & Cortina, 2006;Herrán et al, 2000;Lindquist, 2007;Mantegazza, 2004;Petitfils, 2016;Zembylas, 2011). Factor 2, 'Family and teacher training,' includes items referring to parents' and teachers' need for training in death education.…”

Do adolescents want death to be included in their education?

“…A study by Dyregrov et al, (2013), also among early childhood and primary school teachers (n = 138), concurred with the two mentioned above with respect to gender and experiences of bereavement as variables associated with favourable Herrán and Cortina (2008), Herrán et al (2000), Hinton and Kirk (2015), Potts (2013) Different concepts of death applied to education Herrán and Cortina (2008), Herrán et al (2000) Dimensions and approaches of the Pedagogy of Death Affifi and Christie (2019), Aspinall (1996), Bos (2014), Corr et al (2019), Herrán and Cortina (2008), Herrán et al (2000), Lindquist (2007), Mantegazza (2004), Petitfils (2016), Zembylas (2011) Objectives and outcomes of the Pedagogy of Death Glass (1990), Herrán and Cortina (2008), Herrán et al (2000), Shackelford (2003) Theoretical grounding for teaching about death Colomo (2016), Colomo and Oña (2014), Cortina and Herrán (2011), Herrán et al (2000), Herrán and Cortina (2008), Mèlich (1989), Inclusion in curricula at different stages of schooling Herrán and Cortina (2008), Herrán et al (2000), Herrán et al (2019), James (2015), Rodríguez, Herrán, and Miguel (2020), Stylianou and Zembylas (2016) Educational guidance in situations of bereavement in schools and classrooms Cortina and Herrán (2008), Dyregrov et al (2013),…”