Cowan, Paula and Maitles, Henry (2007) Does addressing prejudice and discrimination through Holocaust education produce better citizens? Educational Review, 59 (2). pp. 115-130. ISSN 0013-1911Full text not available in this repository. (Request a copy from the Strathclyde author)
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.
|Keywords:||holocaust teaching, holocaust education, citizenship, values, discrimination, Curriculum, Education|
|Subjects:||Education > Theory and practice of education > Curriculum|
|Department:||Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education|
|Depositing user:||Strathprints Administrator|
|Date Deposited:||08 Dec 2007|
|Last modified:||25 Nov 2016 03:09|