Empirical research on teaching and learning about the Holocaust that tackles these and other questions has grown rapidly over the past fifteen years, a period marked by the professionalization and expansion of the field. In 2013, the International Holocaust Remembrance Alliance (IHRA) decided to carry out a study to establish a picture of this emerging field of research. A multilingual expert team mandated to collect and review research in fifteen languages identified nearly 400 studies resulting in more than 600 publications. Three years of work resulted in the book "Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders" (March 2017), which carries the field beyond anecdotal reflections and moral arguments.
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This systematic review includes research conducted in most IHRA Member Countries as well as several non-member countries. The multilingual focus of the project enables cross-cultural analyses and the transfer of knowledge between various regions and countries. The book’s two parts present the research first by language and then by selected themes. This innovative transnational, trans-lingual study reflects IHRA’s core mission: to shape and advance teaching and learning about the Holocaust worldwide.
The second outcome is a set of bibliographies in fifteen languages. These bibliographies 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 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 enhancing 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 process, 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 important, 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 bibliographies 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 publications in fifteen languages that are grouped in the following eight language sets:
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 first section describes the methods of quantification of COVID-19 mortality, and explains why measuring it using the excess mortality method is the most effective way to understand how Jewish communities have been affected. The second section presents data on Jewish mortality during the first wave of the COVID-19 epidemic, drawing particularly on data provided to JPR by Jewish burial societies in communities all over the world. It does so in a comparative perspective, setting the data on Jews alongside the data on non-Jews, to explore both the extent to which Jews have been affected by the COVID-19 epidemic, and how the Jewish experience with COVID-19 compares to the experience of non-Jewish populations.
The immediate impression is that there is not a single ‘Jewish pattern’ that is observable everywhere, and, with respect to the presence of excess mortality, Jewish communities, by and large, followed the populations surrounding them.
The report cautions against speculation about why Jews were disproportionately affected in some places, but rule out two candidate explanations: that Jewish populations with particularly elderly age profiles were hardest hit, or that Jews have been badly affected due to any underlying health issue common among them. They consider the possibility that Jewish lifestyle effects (e.g. above average size families, convening in large groups for Jewish rituals and holidays), may have been an important factor in certain instances, noting that these are unambiguous risk factors in the context of communicable diseases. Whilst they suggest that the spread of the virus among Jews “may have been enhanced by intense social contact,” they argue that without accurate quantification, this explanation for elevated mortality in certain places remains unproven.
The report also includes a strongly worded preface from Hebrew University Professor Sergio DellaPergola, the Chair of the JPR European Jewish Demography Unit, and the world’s leading expert in Jewish demography. In it, he stresses the importance of systematically testing representative samples of the population at the national and local levels, and, in Jewish community contexts, of routinely gathering Jewish population vital statistics. He states: “If there is one lesson for Jewish community research that emerges out of this crisis it is that the routine gathering of vital statistics – the monitoring of deaths, as well as births, marriages, divorces, conversions, immigrants and emigrants – is one of the fundamental responsibilities community bodies must take.”
Enseigner la Shoah n’est pas chose facile. Tous les enseignants le savent. Dans le souci de développer des formes nouvelles d’enseignement, certains ont trouvé une solution : sortir de la classe et aller avec leurs élèves sur des lieux de mémoire. Cette façon de faire, dans un contexte de développement des voyages en général, est en plein développement.Du côté des pouvoirs publics, la formule a plu et les soutiens arrivent de sorte que le nombre de voyages augmente d’année en année. Le succès aidant, un débat est né : qu’apportent véritablement ces voyages de mémoire aux élèves qui y participent ?
C’est sur cette toile de fond que cet ouvrage a été rédigé. On y trouvera des éclairages sur ce qu’apportent les institutions spécialisées dans ce domaine. On pourra y voir également comment les choses se passent, aussi bien lors de la préparation que sur les lieux de mémoire eux-mêmes. Et ceci en France mais aussi chez nos voisins anglais, belges, espagnols, italiens, suisses, ainsi qu’en Israël. Le cas d’Auschwitz est privilégié, mais d’autres lieux sont également examinés.
requière une réelle adaptation. Leurs divergences avec la société d‟accueil les ont même menés ces dernières
années à rechercher un « entre-soi », qu‟ils avaient pour la plupart déjà développé en France. Cette
« diaspora » en Israël leur a permis de se rassembler autour d‟une condition similaire, dans un attachement
fort à leur double appartenance. Ils ont recréé ainsi une « identité collective déterritorialisée » (Martiniello,
2007), au croisement identitaire entre leur pays d‟accueil et d‟origine. Cette « nationalité portable »
(Anderson, 1996) rompt en quelque sorte avec la vision traditionnelle reliant la diaspora et Israël dans
l‟imaginaire juif. Dans un contexte d‟hyper-mobilité et de pluri-appartenance, la différence entre les Juifs
d‟Israël et ceux de la diaspora pourrait se révéler davantage par les références identitaires que par le lieu de
The descendants of those persecuted by the Nazis can draw on unique resources and skills. They make significant contributions to political and social confrontations with the Nazi era, and they work for the welfare of the survivors. Many are active in political education and advocate for an appropriate culture of remembrance. In a time of increasing right-wing populism, their views are indispensable.
decades, researchers in many countries began videotaping contemporary witnesses as they told their stories, allowing their voices to be heard, when personal encounters are no longer possible. In the interviews, biographical
narratives and personal memories are used to document the mass crimes committed by the Nazis and also to illuminate how survivors processed these memories in their lifetime.
This multi-faceted historical source poses special challenges to educational work. This volume reflects international developments, trends and debates about the videotaped contemporary witness interviews and their digital
archives. Different interview collections and educational approaches from Israel, the Czech Republic, Poland and Germany are presented. These essays document the exchange that took place between education experts from
these four countries as part of the series Entdecken und Verstehen. Bildungsarbeit mit Zeugnissen von Opfern des Nationalsozialismus (“Discovering and Understanding: Educational Work with Testimonials from Victims of
National Socialism”) that was initiated and organized by the Foundation EVZ in 2010 and 2011.
of National Socialism in educational programmes” and discussed the question of what is good practice in this specific form of educational work. This volume is the result of that process. It provides an insight into the conceptual and practical ideas on which the various programmes are based. The book also has a focus on video testimonies presented at historical exhibitions and includes contributions from many countries, such as Belarus,
Canada, Israel, Macedonia, the Netherlands and South Africa.
16 deutsche und israelische Autoren geben Auskunft, wie aus zähen Annäherungsprozessen, mutigen Versöhnungsprojekten, pragmatischen Wirtschaftsvereinbarungen und spektakulären Geheimdienstkooperationen gegenseitiges Vertrauen erwuchs.
Israel und Deutschland sind heute wichtige Partner, auf nahezu allen Gebieten, selbst wenn unbewältigter Antisemitismus und ein verhärteter israelisch-palästinensischer Dauerkonflikt das Miteinander immer wieder verunsichern. Auch diese Probleme spart der Band nicht aus.
The study focuses on Limmud volunteers and draws on a survey of ten Limmud volunteer communities in eight countries - UK, USA, South Africa, Bulgaria, Hungary, Germany, Israel and Argentina - together with focus groups conducted with Limmud volunteers from around the world.
The findings provide clear evidence that Limmud advances the majority of its volunteers on their Jewish journeys, and for a significant proportion it takes them ‘further’ towards greater interest in and commitment to Jewish life.
Limmud’s principle impact on its volunteers lies in making new friends and contacts, encountering different kinds of Jews and enhancing a sense of connection to the Jewish people. For many Limmud volunteers, their experience has increased their Jewish
knowledge, their leadership skills and their involvement in the wider Jewish community. Involvement in Limmud therefore enhances both the desire to take further steps on their Jewish journeys, and the tools for doing so.
Limmud impacts equally on Jews regardless of denominationand religious practice. The younger the volunteers and the less committed they are when they begin their Limmud journeys, the further Limmud takes them. Those with more senior levels of involvement in Limmud report higher levels of impact on their Jewish journeys than other volunteers, as do those who had received a subsidy or training from Limmud.
Limmud volunteers often have difficult experiences and risk burnout and
exhaustion. While volunteers generally view the gains as worth the cost, Limmud
needs to pay attention to this issue and provide further support.
very much influenced by general and language ideologies of times gone by. Namely,
Eurocentric modernity-driven language policy and planning, which result in the
formation of standard language culture ideologies, are at the core of the cultural,
political and historical frameworks which, since the 19th century, have influenced the
relationship between majority (standardized) languages and minority/dominated
languages spoken in political entities recognized as nation-states in Europe. It is within
this framework of standard language cultures (Milroy, 2001) that the history, the loss,
and the possible revitalization of Judeo-Spanish can and should be understood.
Na status i održivost manjinskih jezika/jezika kojima se dominira u 21. veku
umnogome utiču opšte i jezičke ideologije prošlih vremena. Naime, evrocentrična
modernost koju pokreće jezička politika i jezičko planiranje, koja ima za posledicu
oblikovanje standardnih jezičkih kulturnih ideologija, predstavlja srž kulturnih,
političkih i istorijskih okvira koja je od 19. veka uticala na odnos između većinskih
(standardizovanih) jezika i manjinskih jezika/jezika kojima se dominira kao političke
entitete koji su priznati kao nacionalne države u Evropi. Upravo se u ovom okviru
standardnih jezičkih kultura (Milroy, 2001) mogu i treba razumeti istorija i gubitak, kao
i moguća revitalizacija jevrejsko- španskog.
En relación a las lenguas minoritarias dominadas en el siglo xxi, su estado y subsistencia
están muy influidas por las ideologías generales y también lingüísticas del tiempo que
vivimos. Concretamente, la modernidad eurocéntrica de la política y de la planificación
lingüística que conducen a la formación de ideologías culturales lingüísticas estandarizadas,
están en el núcleo de los marcos históricos, políticos y culturales que, desde el siglo xix,
han influido en la relación entre la mayoría de las lenguas (estandarizadas) y las lenguas
minoritarias dominadas habladas en las entidades políticas reconocidas como son los
Estados nación en Europa. Es dentro de este marco de culturas lingüísticas estándar (Milroy,
2001) que puede y debe ser entendida su historia y su pérdida, así como la revitalización
This paper is a study of the demography of the contemporary post-Soviet Jewish Diaspora based on various statistical sources collected from many countries where these Jews live. It examines (post-) Soviet Jewish resettlement, and the demographic transformation of FSU Jews in the wake of the recent mass migration, especially in Israel. Based on this analysis, an update for 2010 of the number of the 'core' Jews (by self-identity) originating from the FSU by country was presented, and the total number of people belonging to the post-Soviet Jewish Diaspora worldwide and their distribution was estimated.