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Representations of the Holocaust in Albanian Secondary School History Textbooks since the Educational Reform of 2004
Author(s): Luku, Esilda
Date: 2020
Topics: Holocaust Education, Curriculum, Main Topic: Holocaust and Memorial, Schools: Seconday / High Schools
Abstract: This article examines the extent to and the ways in which the Holocaust is presented in Albanian secondary school history textbooks. It offers a quantitative analysis of the space devoted to the Holocaust in proportion to the textbooks’ overall content and a qualitative content analysis based on the narrative patterns outlined in the UNESCO report The International Status of Education about the Holocaust: A Global Mapping of Textbooks and Curricula. It demonstrates that Albanian textbooks offer scant coverage of the Holocaust, but that some changes regarding the conceptualization, contextualization, and narrative of the Holocaust have been implemented since the curricular reform of 2004.
(Mis)trust of Knowledge Disseminated through Video Testimonies when Teaching about the Holocaust: The Albanian Case
Author(s): Luku, Esilda
Editor(s): Fuchs, Eckhardt; Otto, Marcus
Date: 2022
Topics: Holocaust Education, Main Topic: Holocaust and Memorial, Schools: Seconday / High Schools
Abstract: 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.