From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?
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Abstract
This research project explores the extent to which historic guidelines for teaching about the Holocaust (provided by the International Holocaust Remembrance Alliance (IHRA)) align with the experiences of practising independent-school teachers in the UK. This article presents data from a small-scale exploratory case study carried out in summer 2019 at two different independent-schools in England. Overall, results suggested that there was no definitive alignment between official teaching guidelines and their enactment in classrooms. Teachers’ opinions on what to teach about genocide are more similar to those outlined in existing guidelines than their views on how to teach about genocide. The outcomes of this research advance the case for greater collaboration between educational institutions and practising teachers.
Topics
Holocaust Education Main Topic: Holocaust and Memorial Teachers Teaching and Pedagogy Schools: Non-Jewish
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This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License(http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in anymedium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way
Original Language
Volume/Issue
29(2)
Page Number / Article Number
197-222
DOI
Bibliographic Information
From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?. 2023: 197-222. https://archive.jpr.org.uk/10.1080/17504902.2022.2058726
