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Research in Teaching and Learning About the Holocaust: Bibliographies

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Research in Teaching and Learning About the Holocaust: Bibliographies O C A U H O L S T L E A C N O N I T A A I N R L E T L N I A R E E M C E M B R A N Research in Teaching and Learning about the Holocaust: Bibliographies with abstracts in fifteen languages Edited by Doyle Stevick, Monique Eckmann and Jolanta Ambrosewicz-Jacobs August 2017 About the IHRA The International Holocaust Remembrance Alliance unites governments and experts to strengthen, advance and promote Holocaust education, remembrance and research worldwide and to uphold the commitments of the 2000 Stockholm Declaration. The IHRA (formerly the Task Force for International Cooperation on Holocaust Education, Remem- brance and Research, or ITF) was initiated in 1998 by former Swedish Prime Minister Göran Persson. Persson decided to establish an international organisation that would expand Holocaust education world- wide, and asked former president Bill Clinton and former British prime minister Tony Blair to join him in this effort. Persson also developed the idea of an international forum of governments interested in discussing Holocaust education, which took place in Stockholm between 27–29 January 2000. The Forum was attended by the representatives of 46 governments including; 23 Heads of State or Prime Ministers and 14 Deputy Prime Ministers or Ministers. The Declaration of the Stockholm International Forum on the Holocaust was the outcome of the Forum’s deliberations and is the foundation of the International Holocaust Remembrance Alliance. The IHRA currently has 31 Member Countries, one Liaison Country and 10 Observer Countries and seven Permanent International Partners. Members must be committed to the Stockholm Declaration and to the implementation of national policies and programs in support of Holocaust education, remembrance, and research. Member countries are encouraged to develop multilateral partnerships and to share best practices. The national government of each Member Country appoints and sends a delegation to the IHRA meet- ings that is composed of both government representatives and national experts. In addition to the Academic, Education, Memorials and Museums, and Communication Working Groups, specialized committees have been established to address antisemitism and Holocaust denial, the situation of the Roma and the Roma genocide, comparative genocide, and special challenges in Holocaust education. The IHRA is also in the process of implementing a Multi-Year Work Plan that focuses on killing sites, access to archives, educational research, and Holocaust Memorial Days. The IHRA has an annually rotating Chairmanship, and the appointed Chair is responsible for the overall activities of the organisation. The Chairmanship is supported by the Executive Secretary, who is the head of the Permanent Office located in Berlin. The IHRA also has an Honorary Chairman, Professor Yehuda Bauer, and an Advisor to the IHRA, Professor Steven Katz. One of the IHRA’s key roles is to contribute to the funding of relevant projects through its grant strat- egy. The purpose of the Grant Programme is to foster international dialogue and the exchange of expertise, increase government involvement in program creation, and target projects with strong multilateral elements in order to create sustainable structures for Holocaust education, remembrance, and research. ii International Holocaust Remembrance Alliance Research in Teaching and Learning about the Holocaust Foreword by the Steering Committee The International Holocaust Remembrance Alliance (IHRA) Education Research Project aims to provide an overview of empirical research on teaching and learning about the Holocaust (TLH) with a cross-cultural and multilingual perspective. The outcomes include transferring knowledge between various regions and countries, intensifying dialogue between scholars and educational decision makers and enhanc- ing networking among researchers. To fulfill these aims, in 2012 the IHRA established a Steering Committee and tasked a team of researchers with skills in a large range of languages. Early in the pro- cess, the decision was made to focus upon research which deals with deliberate efforts to educate about the Holocaust and to limit the search accordingly. This decision meant there was a focus on both teaching and learning. The teaching focused on school settings – although there is also some explicit instruction at museums and sites of memory. Certainly, learning takes place in both school settings and museums/ sites of memory. This focus meant that some areas of scholarship are generally not included in this collection. Firstly, non-empirical work, which is extensive and impor- tant, was beyond the scope of this research. Secondly, analyses of materials such as curricula, films, and textbooks were also beyond the scope. The Education Research Project culminated in the publication of volume 3 of the IHRA book series Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders, edited by Monique Eckmann, Doyle Stevick and Jolanta Ambrosewicz-Jacobs. The book is available in hard copy for purchase and as a free PDF download. The second outcome is this set of eight bibliographies. These eight bibliogra- phies comprise references to empirical research on teaching and learning about the Holocaust. They also include abstracts or summaries of most of publications. Each bibliography includes research from a single language or related group of languages (both geographically related or linguistically related). The research team identified almost 400 studies resulting in roughly 640 pub- lications in fifteen languages that are grouped in the following eight language sets: iii International Holocaust Remembrance Alliance Research in Teaching and Learning about the Holocaust German, Polish, French, the languages of the Nordic countries, Romance languages other than French (specifically Spanish, Portuguese and Italian), East-Slavic languages (Belarussian, Russian and Ukrainian), English and Hebrew. The bibliographies presented here contain titles in the original language and translations in English, as well as abstracts in English that were either written by the original authors, written by the research team or its contributors (or translated into English by the team). This set of bibliographies provides a unique tool for researchers and educators, allowing them to gain insight into educational research dealing with teaching and learning about the Holocaust, not only in their own language, but also in languages they are not familiar with. We hope that this publication and these abstracts will provide a tool that facilitates research across language borders and contributes to further exchange, discussion and cooperation between researchers and educators as well as the creation of international and cross-language networks. The IHRA Steering Committee on Education Research: Monique Eckmann (Chair) – Switzerland Cecilie Stockholm-Banke – Denmark Deborah Dwork – United States of America Wolf Kaiser – Germany Eyal Kaminka – Israel Paul Salmons – United Kingdom iv International Holocaust Remembrance Alliance Research in Teaching and Learning about the Holocaust Table of Contents Note: To facilitate the use of the bibliographies, in each language section the reader will find first an alphabetically ordered bibliography, followed by the same bibliography with abstracts. The table of content has links that lead you directly to each language. German-Language Bibliography . 1 Polish-Language Bibliography and Anglophone Literature about Poland . 32 French-Language Bibliography . 46 Nordic-Languages Bibliography and Anglophone Literature about (or from) Nordic Countries . 63 Romance-Languages Bibliography . 75 East-Slavic Regional Languages Bibliography (in Belarusian, Russian and Ukrainian) . 94 English-Language Bibliography . 117 Hebrew Bibliography . 171 v International Holocaust Remembrance Alliance Research in Teaching and Learning about the Holocaust German-Language Bibliography German-Language Bibliography By Oscar Österberg and Monique Eckmann Note: Abstracts were written or translated by Oscar Österberg and Monique Eckmann, as noted. 1. Ahlheim, K., & Heger, B. (2002). Die unbequeme Vergangenheit: Holocaust und die Schwierigkeiten des Erinnerns [The uncomfortable past: The Holocaust and the difficulties of remembering]. Schwalbach am Taunus: Wochenschau. 2. Alavi, B. (2013). Herausforderungen an eine “Erziehung nach Auschwitz” in der multikulturellen Gesellschaft [Education after Auschwitz in the multicultural society]. In H.-F. Rathenow, B. Wenzel, & N. H. Weber (Eds.). Handbuch Nationalsozialismus und Holocaust: Historisch-politisches Lernen in Schule, außerschuli- scher Bildung und Lehrerbildung [National Socialism and Holocaust handbook: Historical-political learning in school, non-formal education and teacher training] (pp. 79–94). Schwalbach am Taunus: Wochenschau. 3. Angvik, M., & Borries, B. (Eds.). (1997). Youth and history: A comparative European survey on historical cons- ciousness and political attitudes among adolescents (Volume A: Description, Volume B: Documentation [cont- aining the Database on CD-ROM]). Hamburg: Körber-Stiftung Edition. 4. Assmann, A., & Brauer, J. (2011). Gefühle, Erwartungen. Über die emotionale Dimension von Gedenkstätten und den Umgang von Jugendlichen mit dem Holocaust [Feelings, expectations: On the emotional dimen- sion of memorial sites and young people’s handling of the Holocaust]. Geschichte und Gesellschaft, 1, 72–103. 5. Barlog-Scholz, R. (1994). Historisches Wissen über die nationalsozialistischen Konzentrationslager
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