Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders
(eds.) Monique Eckmann, Doyle Stevick and Jolanta Ambrosewicz-Jacobs
Berlin: Metropol Verlag and International Holocaust Remembrance Alliance, 2017
404 pages
This volume focuses on a multi-lingual literature review compiled by a steering committee of experts affiliated with member countries of the International Holocaust Remembrance Alliance (IHRA). The research findings were presented in a major international conference on Holocaust education in Lucerne, Switzerland in February 2016. According to the editors, 639 research publications (articles and books) as well as 375 research studies were identified (pp. 22-24).
The book is comprised of three sections:
- Language-Region Studies on Research in Teaching and Learning about the Holocaust
- Thematic Studies on Research in Teaching and Learning about the Holocaust
- Bibliographies (in 15 different languages)
The language bibliographies primarily highlight works written in European languages and Hebrew. The bibliographies make it abundantly clear that the Balkans region of Europe, Asia and Africa require additional studies on teaching and learning about the Holocaust.
Experts in educational science, educational policy makers, directors of teacher-training institutions, and department chairs for history, civics and ethics may find the book particularly useful. The groups under discussion, namely educators who would like to teach this complex subject to their students, may find it less applicable. That notwithstanding, this book makes a serious contribution to the field of Holocaust education research, providing some practical applications and recommendations to stakeholders in the Executive Summary (pp. 399-404).
It appears as though "there are important commonalities and trends among teachers. There is generally a high level of interest and engagement with the Holocaust. Teachers both desire more professional development and more time to deal with the subject, even in places that devote a great deal of time to the topic. Those who do participate in professional development often participate in several workshops or trainings related to the Holocaust." Moreover, they "largely feel untrained and unprepared to teach the subject, and in most places, indicate that they are self-taught, though it is unclear how much self-taught teachers depend on popular media representations of the Holocaust or upon more academic material (pp. 288-9)." All in all, teachers emphatically said they wanted more professional development activities and additional class time dedicated to teaching this topic in school.
Based on our experience working with educators in more than 50 countries across the globe, we at Yad Vashem fully concur with these findings. Clearly, it is necessary to train more teachers how to teach about the Holocaust. We can attest that graduates of Yad Vashem seminars are usually very interested in buttressing their knowledge and professional confidence through advanced learning opportunities.
In July 2017, Yad Vashem coordinated more than ten professional development seminars for educators at its International School for Holocaust Studies in Jerusalem. Magdalena Zelimoski from Croatia affirmed, "This seminar was very useful in my education. I’ve expanded my knowledge about the Shoah. Probably the most valuable aspect of the seminar for me was to become better acquainted with the personal stories of the victims and the survivors of the Shoah. It helped me to gain a better understanding about the various aspects and the influence it has had on western civilization." In essence, Zelimoski's feedback echoes the tenets of the Stockholm Declaration (2000), supported by all of the IHRA member countries.
"The seminar completely exceeded my expectations," said Ann O’Reilly from Ireland. "My understanding of the Holocaust has grown enormously (despite previous courses)….Materials were excellent. Emphasis on variety such as films, art, posters etc very helpful. I did realize that good resources and materials are vital and that Yad Vashem produces really good ones. However, I was reminded particularly at the very brief presentation on posters that the person delivering has to be present and prepared to allow for effective learning. Best wishes for your continued commitment to a very important task."
One of the key findings and issues in teaching and learning about the Holocaust is rooted in the preparation of teachers like Zelimoski and O’Reilly. Continued commitment to improving Holocaust education requires an investment by stakeholders and policy makers, and this volume buttresses this point.
The subtitle of this book is "A Dialogue Beyond Borders." Many educators are successfully teaching about the Holocaust on six continents, very far beyond the borders of the former Third Reich. Educational authorities and non-governmental organizations should provide teachers with opportunities to participate in Holocaust-related training programs. Borders should not limit educators from improving their teaching skills in general and about the Holocaust in particular.
Developing curricula and pedagogical guidelines will be less effective without coordinated teacher-training activities and professional incentives for teachers to attend them. Ultimately, pupils greatly benefit when policy makers fund opportunities for professional development in Holocaust education. For that reason, one must hope that stakeholders around the world will heed the recommendations outlined in the Executive Summary of this volume, including support for capacity-building programs and academic research in this field.
