Holocaust Education: Promise, Practice, Power and Potential

About the Book

Holocaust Education: Promise, Practice, Power and Potential provides timely studies of some of the most pressing issues in teaching and learning about the Holocaust around the world. Europe is experiencing both anti-Semitic attacks, many by radicals claiming the banner of Islam, and the resurgence of right wing movements that are openly hostile to minority rights, particularly for marginalized and vulnerable groups like the Roma/Sinti, and Muslim refugees. Can Holocaust education, an encounter with the most extreme racial ideology to afflict the continent, reduce violence and prejudice against Jewish and other minority groups? The important studies in this volume address these and other pressing issues for the field, including the progress of Central and Eastern European countries that experienced both Soviet hegemony and Nazi terror in grappling with the history of the Holocaust. This book was originally published as a special issue of Intercultural Education.

Table of Contents:

Introduction – Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue 1. Holocaust education in the ‘Black Hole of Europe’: Slovakia’s identity politics and history textbooks pre- and post-1989 2. The Holocaust as reflected in Communist and post-Communist Romanian textbooks 3. ‘And Roma were victims, too.’ The Romani genocide and Holocaust education in Romania 4. Teaching about the genocide of the Roma and Sinti during the Holocaust: chances and challenges in Europe today 5. The danger of not facing history: Exploring the link between education about the past and present-day anti-Semitism and racism in Hungary 6. To teach the Holocaust in Poland: understanding teachers’ motivations to engage the painful past 7. Reluctant learners? Muslim youth confront the Holocaust 8. Teaching about the Holocaust in English schools: challenges and possibilities 9. Holocaust education: global forces shaping curricula integration and implementation 10. Reconceptualising the Holocaust and Holocaust education in countries that escaped Nazi occupation: a Scottish perspective

About the Author :
E. Doyle Stevick is Associate Professor of Educational Leadership and Policies at the University of South Carolina, Columbia, SC, USA. A Fulbright Fellow in Estonia in 2003 and 2014, he works in Holocaust education, education policy, and international and comparative education. His earlier books include Reimagining Civic Education (2007) and Advancing Democracy through Education? (2008), both co-edited with Bradley Levinson. His research articles have appeared in the Journal of Curriculum Studies, European Education, Intercultural Education, Prospects, and the Peabody Journal of Education, among others. Deborah L. Michaels is an Associate Professor of Education at Grinnell College, Iowa, USA, where she teaches History of Education, International and Comparative Education, and Social Studies Methods. Having resided in Central Eastern Europe for over a decade, she conducts research in the region on national identity politics and the exclusion of minorities in schooling. Her scholarship has appeared in the Journal of Curriculum Studies, European Education, and Intercultural Education. She has received numerous grants that have supported her research over the years, including a National Academy of Education postdoctoral fellowship (2013-2014), a Spencer Foundation Dissertation Fellowship (2006-2007), a US State Department Speaker Grant to Hungary on the history of school integration (2006), and a Fulbright Fellowship (2004-2005).