Does Addressing Prejudice and Discrimination through Holocaust Education Produce Better Citizens?

Autor/inn/en	Cowan, Paula; Maitles, Henry
Titel	Does Addressing Prejudice and Discrimination through Holocaust Education Produce Better Citizens?
Quelle	In: Educational Review, 59 (2007) 2, S.115-130 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
Schlagwörter	Citizenship Education; Jews; Racial Bias; Social Bias; Racial Discrimination; Social Discrimination; Case Studies; Moral Values; Values Education; Student Attitudes; Longitudinal Studies; Program Effectiveness; Elementary School Students; Secondary School Students; Attitude Change; Consciousness Raising; Comparative Analysis; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Jew; Jude; Jüdin; Juden; Racial discrimination; Rassismus; Racial bias; Soziale Benachteiligung; Soziale Schließung; Case study; Fallstudie; Case Study; Moral value; Ethischer Wert; Werterziehung; Schülerverhalten; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Sekundarschüler; Attitudinal change; Einstellungsänderung; Bewusstseinsbildung; Ausland; Großbritannien
Abstract	Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing longitudinal research is concerned with both the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11-12 years, it has followed them into the first year of secondary to examine whether the general improvements in attitudes found in the first stage of the research has been maintained. Further, we are able to compare their attitudes with pupils in their year who did not study the Holocaust in their primary schools. This article draws conclusions from this study. (Contains 7 figures and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10