Teaching and learning about the Holocaust: a systematic scoping review of existing research

Pistone, Isabella; Andersson, Lars M; Lidström, Allan; Nelhans, Gustaf; Pernler, Tobias; Sivenbring, Jennie; Sager, Morten; Mattson, Christer

doi:10.1080/17504902.2023.2245282

Cited by 2 publications

(1 citation statement)

References 20 publications

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“…Furthermore, the study of communities of practice within the field of Holocaust education remains underexplored (Kerr-Lapsley, 2023). Predominant scholarly research focuses primarily on the methods by which teachers enhance their relationships with students (Pistone et al, 2023).…”

Section: Resources Activities and Relationships Of Holocaust Educatorsmentioning

confidence: 99%

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: Resources Activities and Relationships Of Holocaust Educatorsmentioning

confidence: 99%

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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Competency Framework in Higher Education: A Bibliometric Analysis from 2000 to 2023

Tjandra,

Ferdiana,

Setiawan

et al. 2024

Proceedings of the 2024 8th International Conference on Education and Multimedia Technology

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Teaching and learning about the Holocaust: a systematic scoping review of existing research

Cited by 2 publications

References 20 publications

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

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

Competency Framework in Higher Education: A Bibliometric Analysis from 2000 to 2023

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