Public and private memory: teaching the Holocaust in French classrooms

Mann, Heather

doi:10.1080/17504902.2022.2058731

Cited by 1 publication

(1 citation statement)

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“…In this vein, Gross's research [6] on the treatment of the traumatic war confrontation in Poland revealed moral, historical and professional motivating factors for teaching and learning about the Holocaust. Similarly, Mann's study [7] addressed French teachers' intergenerational memories of the Holocaust and the Second World War as an influential personal factor in their classroom approach to these contents.…”

Section: Teachers' Conceptions Of the Holocaust And Holocaust Educationmentioning

confidence: 99%

What Predictors Explain Holocaust and Human Rights Education in Spain? A Study with in-Service Secondary School Teachers

Ortega-Sánchez,

Barba-Alonso

2023

Education and Human Development

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From the perspective of the pedagogy of teaching collective trauma, and the educational dialogue between historical memory and contemporary social responsibility, this research seeks to determine the socio-demographic, formative and didactic factors that explain the teaching of the Holocaust and Human Rights education in a sample of Spanish secondary school teachers (n = 1125). Through a non-experimental, cross-sectional, explanatory and predictive design, and the application of the instrument Teaching the Holocaust and Human Rights Education (THRE), the results obtained show that the initial and on-going training of teachers is one of the explanatory axes of the curricular inclusion of the Holocaust and Human Rights as specific contents of education for democratic citizenship. Age, gender and level of teacher education, on the other hand, are not proposed as explanatory factors for the inclusion of Holocaust and human rights as specific content in education for democratic citizenship.

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Section: Teachers' Conceptions Of the Holocaust And Holocaust Educationmentioning

confidence: 99%