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A Survey of TEACHERS' Experiences and Perceptions in Relation To A survey of TEACHERS ’ experiences and perceptions in relation to teaching about A survey of TEACHERS’ experiences and perceptions in relation to teaching about THE HOLOCAUST by Anders Lange THE HOLOCAUST Forum för levande historia Stora Nygatan 10–12 Box 2123, 103 13 Stockholm Anders Lange Phone: +46 8 723 87 50 Fax: +46 8 723 87 59 [email protected] www.levandehistoria.se ISBN: 978-91-977117-9-1 A survey of TEACHERS’ experiences and perceptions in relation to teaching about THE HOLOCAUST by Anders Lange The study was conducted on the commission of the Living History Forum. It can be downloaded or ordered from www.levandehistoria.se Author: Anders Lange Translation from Swedish: David Shannon Graphic design: Direktör Wigg Reklambyrå Printed by: Elanders Gotab 2008 The Living History Forum Stora Nygatan 10–12 Box 2123, 103 13 Stockholm Tel: 08-723 87 50 Fax: 08-723 87 59 [email protected] www.levandehistoria.se ISBN: 978-91-977487-0-4 © The Living History Forum 2008 The Living History Forum Taking history as our point of departure, we investigate contemporary processes that can lead to intolerance and injustice. We proceed from facts about the Holocaust and other genocides, but also from events that have taken place in Sweden. By means of education, cultural events and discussions, the Living History Forum works to consolidate both democracy and the insight that all people are of equal worth. About the writer Anders Lange is emeritus professor of international migration and ethnic relations at Stockholm University. He holds a Ph.D. in psychology (Stockholm) and is a ”docent” (”dozent”, ”reader”. ”associate professor”) in education and educational psychology. He has almost 30 years of experience of research on - amongst other subjects - attitudes and values. Anders Lange is attached to Living History Forum as a senior adviser in the area of social and behavioural sciences. Innehåll The Living History Forum 3 The period 1983 – 1997 (The 35 – 44 year olds were aged between 20 and 25 years) 50 About the writer 3 The period 1993 – 2006 (The 26 – 34 year Foreword 7 olds were aged between 20 and 25 years) 52 3.6 Perceptions and experiences 1 Background 8 of teaching about the Holocaust 54 All respondents 54 Teachers who teach about the Holocaust 55 2 Population, sample, 3.7 Knowledge about the Holocaust 67 Teaching about the situation of data collection and non-response 10 the Roma during the Holocaust 78, 2.1 Population and sample 10 Is it important to teach about Swedish racial biology, racial hygiene and hereditary hygiene? 81 2.2 Questionnaire and data collection 11 2.3 Non-response 13 2.4 A short digression on 4 Summary and conclusions 90 the subject of non-response 15 4.1 Summary of results in bullet form 91 Population, sample, data 3 Results 20 collection and non-response 91 Perceptions about school 3.1 The respondents 20 and the work environment 91 3.2 Perceptions of school and the Perceptions about teachers’ work environment 23 ethnic diversity etc. in schools 92 3.3 Ethnic diversity in schools, exposure to racist Attitudes towards the “multicultural” society 92 and other propaganda and the prevalence of ethnic confl ict, racism and xenophobia. 27 Perceptions on and experiences of teaching about the Holocaust 92 3.4 Perceptions of and attitudes towards the “multicultural society” 29 On the basis of the above, the following conclusions may be drawn about teaching 3.5 Awareness of the Holocaust in an about the Holocaust and related themes: 95 historical age-cohort-period-perspective 41 The period 1954 – 1970 (The oldest age cohort were between 20 and 25 years of age) 45 The period 1967 – 1977 (The 55 – 60 year Appendixes 96 olds were aged between 20 and 25 years) 47 The period 1973 – 1987 (The 45 – 54 year Appendix 1: Questionnaire showing olds were aged between 20 and 25) 48 response proportions 97 Appendix 2: Comparison between the teacher surveys of 1998 and 2007 107 Appendix 3: Calibration report 115 Foreword The Living History Forum is a Swedish government raged to participate in further training on the Holo- agency which, taking the Holocaust and other crimes caust, genocides and other crimes against humanity against humanity as its point of departure, works to in order to improve the important work they conduct promote tolerance and democracy on the basis of the with respect to the transmission of fundamental values fundamental value that all people are of equal worth. and the democratic mission of the school system. This is a task that requires both continuity and a long- In addition to questions related to the Holocaust, term approach. Safeguarding democracy, preventing the questionnaire also included questions on the prejudice and working to combat intolerance takes Roma, racial biology and on a variety of different social time and the work is both constant and ongoing. phenomena. The objective has been to create a broa- Young generations grow up, and new students have to der and deeper background for the analysis. A number be educated about fundamental values and inspired to of questions were also included in the questionnaire adopt them. Teachers bear a great deal of responsibi- by the Department of Integration and Gender Equa- lity in the context of this work. lity on the issue of “honour-related oppression”. The As a complement to regular teacher training and results from these questions constitute a separate part further training programmes, the Living History of the study and will be presented by the Department Forum has for a long time now provided teaching of Integration and Gender Equality in a report of their tools and interdisciplinary materials for students, own. which can be used by teachers in leading discussions Finally, it is important to emphasise that the survey on fundamental values from both a historical and a is not a purely Swedish project. The initiative for the contemporary perspective. But there is always room teacher survey was originally taken by the interna- for improvement, both in teacher training and in the tional collaborative organisation, the Task Force For work of the Living History Forum. In order to improve International Cooperation on Holocaust Education, the work conducted in this area, the study presented Remembrance and Research (ITF). Several of the 25 in this report charts the Swedish teaching profession’s member countries plan to conduct similar national experiences of teaching about the Holocaust and also surveys on teachers’ experiences of teaching about their knowledge of this subject. It has always been the Holocaust. Sweden has taken the fi rst step. When important for us to listen to teachers and to take their additional surveys have been conducted in other views on board. countries it will be possible both to make comparisons The study, which has been entitled A survey of and to broaden the analyses and further improve teachers’ experiences and perceptions in relation to teaching their depth. about the Holocaust, shows that teachers generally view Holocaust education as very important and that the Stockholm, June 2008 subject functions as a means of entering into much broader discussions of ethical and moral issues. It is Eskil Franck pleasing to be able to say that students are assessed Director, Living History Forum to be motivated to learn about the Holocaust and that the feared “Holocaust fatigue” has only been noted to a very limited extent. One conclusion we can draw on the basis of the study is that teachers should be encou- 7 1 Background In 2005, a discussion was initiated within the inter- the training received by teachers on national organisation the Task Force for Interna tional the subject of the Holocaust Cooperation on Holocaust Education, Remembrance the teachers’ own attitudes towards the subject and Research (ITF) on the need for a comparative the amount of time devoted to international survey with the objective of charting teaching about the Holocaust the prevalence of opposition to teaching and learning about the Holocaust. A survey of this kind would also how important teachers view illuminate the causes of such opposition. A working the subject as being group was established within the ITF with the task of the teachers’ own knowledge planning the survey. The task of formulating a draft about the Holocaust questionnaire for use in the survey fell to Sweden. the teachers’ perceptions of attitudes The draft, which was developed by Swedish acade- towards teaching about the subject among mics in collaboration with the Living History Forum, their colleagues and school managements as was presented to the ITF in October 2005. The well as among students and their parents questionnaire was directed at teachers working at the compulsory school level, and also in upper secondary the teachers’ assessments of how various schools (i.e. further education). The possibility was external factors – such as guilt issues, also discussed of conducting a similar survey among confl icts in relevant geo-political areas, pupils and students in school. competition from other subjects etc. – impact The survey’s principal objective was that of charting upon teaching about the Holocaust whether, and to what extent, the attitudes of different infl uences from external factors, such as guilt actors in schools – teachers, school managements, issues, competing subjects, etc. students and parents – create and maintain opposition to teaching and learning about the Holocaust. Opposi- By studying these factors, the intention was to tion of this kind, for which “anecdotal” evidence has produce a better picture of how teachers perceive been described in certain countries, jeopardises efforts teaching about the Holocaust, what obstacles they to use teaching and the acquisition of knowledge to identify, and how these various perceptions, attitudes create an understanding of a historical event of singu- and assessments interact with one another.
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