Holocaust education in the 21st century: Curriculum, policy and practice

E. Doyle Stevick; Zehavit Gross

doi:10.1007/978-3-319-15419-0_1

Holocaust education in the 21st century: Curriculum, policy and practice

E. Doyle Stevick
, Zehavit Gross

University of South Carolina

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

5 Scopus citations

Abstract

This chapter provides an overview of the contributions to the book, which marks the most extensive collection of Holocaust education research from around the world. The chapter highlights some important trends in Holocaust education, particularly its global expansion and the passing of the generation that witnessed the Shoah. Research is expanding, but little is documented about the work of major Holocaust education organizations, and more work across languages is needed. Expectations are exceptionally high, but are not rooted in empirical results. Rather, the seemingly powerful potential of Holocaust education begs for further study. Studies about the contested meanings of the Holocaust are particularly helpful.

Original language	English
Title of host publication	As the Witnesses Fall Silent
Subtitle of host publication	21st Century Holocaust Education in Curriculum, Policy and Practice
Publisher	Springer International Publishing
Pages	3-15
Number of pages	13
ISBN (Electronic)	9783319154190
ISBN (Print)	9783319154183
DOIs	https://doi.org/10.1007/978-3-319-15419-0_1
State	Published - 1 Jan 2015

Bibliographical note

Publisher Copyright:
© Springer International Publishing Switzerland 2015.

Keywords

Citizenship education
Comparative education
Holocaust education
Twenty-first century

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10.1007/978-3-319-15419-0_1

Cite this

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Holocaust education in the 21st century: Curriculum, policy and practice

Abstract

Bibliographical note

Keywords

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