Does addressing prejudice and discrimination through Holocaust education produce better citizens?

Paula Cowan, Henry Maitles

Research output: Contribution to journalArticle

24 Citations (Scopus)

Abstract

Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing longitudinal research is concerned with both the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11-12 years, it has followed them into the first year of secondary to examine whether the general improvements in attitudes found in the first stage of the research has been maintained. Further, we are able to compare their attitudes with pupils in their year who did not study the Holocaust in their primary schools. This article draws conclusions from this study.
LanguageEnglish
Pages115-130
Number of pages15
JournalEducational Review
Volume59
Issue number2
DOIs
Publication statusPublished - May 2007

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Holocaust
prejudice
discrimination
citizen
pupil
education
secondary sector
primary school
Values
citizenship
Teaching
evidence

Keywords

  • holocaust teaching
  • holocaust education
  • citizenship
  • values
  • discrimination

Cite this

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Does addressing prejudice and discrimination through Holocaust education produce better citizens? / Cowan, Paula; Maitles, Henry.

In: Educational Review, Vol. 59, No. 2, 05.2007, p. 115-130.

Research output: Contribution to journalArticle

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