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Teaching and learning about the Holocaust: a systematic scoping review of existing research
Author(s): Pistone, Isabella; Andersson, Lars M.; Lidström, Allan; Mattsson, Christer; Nelhans, Gustaf; Pernler, Tobias; Sager, Morten; Sivenbring, Jennie
Date: 2024
Topics: Main Topic: Antisemitism, Antisemitism: Education against, Holocaust Education, Bibliography and Literature Reviews
Abstract: This scoping review aims to map and summarize practice-based research that evaluates outcomes in teaching and learning about the Holocaust (TLH). It focuses on providing an overview of the characteristics of existing literature and synthesizing the educational interventions’ effects evaluated in previous studies. Nineteen bibliographical databases were searched for relevant empirical research published from 1945 to 2020 worldwide. After screening and relevance assessment, 117 research publications were identified for inclusion in the review. The included material was analysed by bibliometric analysis, thematic analysis of educational approaches, and narrative synthesis of outcomes. Based on the bibliometric analysis, the findings suggest that practice-based research on TLH’s educational outcomes is a neglected subfield within the academic field of TLH, with a lack of cumulative development across studies. The scoping review also showed a dominance of studies conducted with qualitative study designs. The narrative synthesis of outcomes showed that these studies provide important insights into how interventions within TLH impact students; nonetheless, these studies need to be supplemented with knowledge from quantitative studies. Without such knowledge, we have a knowledge gap that could imply that TLH interventions are implemented arbitrarily, that students do not learn the intended lessons, or that the lessons are not lasting.
Education After Auschwitz – Educational Outcomes of Teaching to Prevent Antisemitism
Author(s): Pistone, Isabella; Andersson, Lars M.; Lidström, Allan; Mattsson, Christer; Nelhans, Gustaf; Pernler, Tobias; Sager, Morten; Sivenbring, Jennie
Date: 2021
Topics: Main Topic: Antisemitism, Antisemitism: Education against, Holocaust Education, Bibliography and Literature Reviews
Holocaust education and the Palestinian cause: young Palestinian people in Sweden, and their perceptions of Holocaust education
Author(s): Adwan, Sami; Mattsson, Christer; Johansson, Thomas
Date: 2021
Topics: Holocaust Education, Interviews, Main Topic: Holocaust and Memorial, Israeli-Palestinian Conflict, Students, Schools: Seconday / High Schools, Immigration
Abstract: The paper investigates the experiences, perceptions and responses of immigrants with a Palestinian background in relation to learning about the Holocaust and the Palestinian cause in Swedish schools and visiting Holocaust sites. Data were collected from 50 immigrant students using audio-recorded and open-structured interviews. The results indicate that most informants had learned about the Holocaust in various classes, through readings, discussions and assignments, but very little about the Palestinian cause in textbooks or in school activities. The majority of informants were never asked to take part in Holocaust site visits, but if they were to be asked, 84% were willing make such visits. The majority of informants expressed sympathy with Holocaust victims, but they were not satisfied, as they felt there was too much focus on the Holocaust and too little on the Palestinian cause. This lived experience of imbalance between the two subjects resulted in reluctant attitudes towards Holocaust education among the Palestinian pupils, but this should not mainly be understood as a result of anti-Semitic sentiments among them. The results indicate that Holocaust education in Swedish schools among youngsters with a Palestinian background can hardly be treated separately from the question of the Israeli and Palestinian conflict.
Democratic pilgrimage: Swedish students’ understanding of study trips to Holocaust memorial sites
Author(s): Flennegård, Ola; Mattsson, Christer
Date: 2023
Topics: Educational Tours, Holocaust Memorials, Holocaust Education, Main Topic: Holocaust and Memorial, Students, Teenagers, Schools: Seconday / High Schools, Democracy, Discourse and Discourse Analysis
Abstract: This article focuses on Swedish students’ understanding of study trips to Holocaust memorial sites. Although about a quarter of all Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, with the majority visiting as students as part of their school curriculum, this study is the first to examine these study trips from a student perspective. By applying critical discourse analysis, this article analyses 49 students’ reflections, written before, during, and after two study trips. The results suggest that the study trips’ discursive practice, which constitutes and is constituted by the study trips’ social practice, is regulated by a discursive order termed democratic pilgrimage. In addition, this article reveals two didactic deviations from previous research on study trips: the students’ positive feelings in relation to the Polish environment and the balance between victim and perpetrator perspectives. The latter creates tension within the students and is solved via articulations of democratic values.
Teaching at Holocaust memorial sites: Swedish teachers’ understanding of the educational values of visiting Holocaust memorial sites
Author(s): Flennegård, Ola; Mattsson, Christer
Date: 2021
Topics: Holocaust Education, Holocaust Memorials, Educational Tours, Main Topic: Holocaust and Memorial, Teachers, Teenagers, Schools: Seconday / High Schools
Abstract: The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.