From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?

Adamson, D. C. M.

doi:10.1080/17504902.2022.2058726

Cited by 2 publications

(2 citation statements)

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“…Another consideration is the importance of critical reflection in building on teachers' existing practice to improve Holocaust education. To articulate, share, discuss and apply new knowledge and understanding, both teachers and Holocaust education specialists would benefit greatly from engaging in critical reflection (Adamson, 2023; Foster, 2013). Engaging in critical reflection and being exposed to different interpretations of the Holocaust through professional development opportunities enables teachers to enhance their pedagogical skills and knowledge.…”

Section: Discussionmentioning

confidence: 99%

“…The aim of this study is to examine the learning ecologies (Barron, 2006; Jackson, 2013) of a group of Italian educators teaching about the Holocaust, specifically exploring their use of different media resources such as film, literature and digital media (Neiger et al., 2011; Popescu & Schult, 2015). Given the current significant impact of technology on teaching and learning about the Holocaust, which has led to the digitisation and transculturalisation of Holocaust memory (Kansteiner, 2017) and the emergence of new pedagogical approaches (Walden, 2021), this study also aims to explore educators' attitudes towards digital technologies and social media as learning tools to enhance their understanding of the Holocaust and incorporate it into their teaching with students (Adamson, 2023; Manca, 2021). By focusing on a small‐scale case study in the Italian context, where there is currently no comprehensive national professional learning programme for Holocaust educators, we can gain deeper insights into the interaction between formal and informal learning contexts in the professional development of teachers about the Holocaust.…”

Section: Introductionmentioning

confidence: 99%

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Participating in professional development programmes or learning in the wild? Understanding the learning ecologies of Holocaust educators

Manca,

Raffaghelli,

Sangrà

2023

British Educational Res J

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Holocaust education, which refers to the teaching and learning of the Holocaust—the systematic genocide of six million Jews by Nazi Germany and its collaborators during World War II—is an essential component of history and social studies education in many countries. Its primary aim is to raise awareness of the Holocaust, promote understanding of its historical significance and develop critical thinking and empathy in students. However, despite the increasing specialisation and institutionalisation of Holocaust education, there is still a lack of understanding of how Holocaust educators acquire the knowledge and skills necessary to teach the subject effectively. This study aims to explore the learning ecologies of a group of Italian Holocaust educators, focusing on their motivations for initial and lifelong learning and their learning practices. Ten in‐depth interviews were conducted with teachers from different subject areas. The results showed that participants were driven by either personal or curricular motivations and interests and used a range of learning approaches for both initial and lifelong learning. Although few participants considered digital technologies and social media as a learning environment, they were found to be useful resources. The study concludes with practical implications for further research.

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Section: Discussionmentioning

confidence: 99%