Holocaust Education: Global Forces Shaping Curricula Integration and Implementation

Autor/inn/en	Davis, Bryan L.; Rubinstein-Avila, Eliane
Titel	Holocaust Education: Global Forces Shaping Curricula Integration and Implementation
Quelle	In: Intercultural Education, 24 (2013) 1-2, S.149-166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2013.779055
Schlagwörter	Death; European History; Jews; Foreign Countries; Criticism; Teaching Methods; History Instruction; Curriculum; Databases; Stranger Reactions; Civil Rights; Racial Bias; Governance; War; Political Influences; Israel + Suchen Sie Ihr Suchwort? Sterbefall; Tod; Todesfall; Jew; Jude; Jüdin; Juden; Ausland; Kritik; Teaching method; Lehrmethode; Unterrichtsmethode; History lessons; Geschichtsunterricht; Curricula; Lehrplan; Rahmenplan; Datenbank; Fremdenprüfung; Bürgerrechte; Grundrechte; Zivilrecht; Racial discrimination; Rassismus; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Krieg; Political influence; Politischer Einfluss
Abstract	The article provides a critical review of the global scholarship on Holocaust education (HE). Despite the growing body of work on this topic, a search through major academic databases by the authors revealed that no such review of the research literature has been published as of yet. The review focuses on three main themes across the research literature: (1) the emergence of HE in (national) school curricula; (2) the relationship between Holocaust memorialization and education; and (3) the potential of HE for teaching about xenophobia, racism, and human rights more broadly. Moreover, the authors offer a rhizomatic framework for consideration, and expand on the numerous factors that have complicated the emergence and integration of HE into school curricula globally: (a) involvement and role of nations with the Holocaust; (b) forms of governance in the years following the Holocaust; (c) societal desire to "forget" the horrors of war and return to the routine of normalcy; (d) particular nations' history of anti-Semitism; and (e) pedagogical tension around rationale for teaching about the Holocaust. The article also discusses more recent political considerations, such as a nation's relationship with the State of Israel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10