(Mis)trust of Knowledge Disseminated through Video Testimonies when Teaching about the Holocaust: The Albanian Case
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This paper deals with the concept of (mis)trust in relation to students’ knowledge and behaviour when video testimonies of Holocaust survivors or other individuals are used in the classroom. The issue of (mis)trust has become relevant in the light of historiographical debate concerning the reliability of first-person accounts and appropriate ways to use them in the classroom. This work consists of a theoretical analysis of video testimonies, their reliability as historical sources, and their educational value when used in the classroom, as well as empirical
research based on data gathered from interviews conducted with history teachers of upper-secondary schools in Albania. The findings indicate that, while video recordings of personal accounts are not trusted completely and they cannot stand alone as a pedagogical device, they do provide students with unique and diverse perspectives on the events of the Holocaust, helping to bring the study “alive” and increasing students’ interest in the topic.
research based on data gathered from interviews conducted with history teachers of upper-secondary schools in Albania. The findings indicate that, while video recordings of personal accounts are not trusted completely and they cannot stand alone as a pedagogical device, they do provide students with unique and diverse perspectives on the events of the Holocaust, helping to bring the study “alive” and increasing students’ interest in the topic.
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Open-Access-Publikation im Sinne der CC-Lizenz BY 4.0
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203-228
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N 978-3-7370-1509-7
Bibliographic Information
(Mis)trust of Knowledge Disseminated through Video Testimonies when Teaching about the Holocaust: The Albanian Case. . 2022: 203-228. https://archive.jpr.org.uk/object-3397
