Applying Arthur Chapman's conceptualization, this article explores Religious Zionist (RZ) Holocaust education and the way it has changed over the years. Beyond RZ's increasing influence within Israeli society, this examination provides a unique example of faith-based Holocaust education that adheres to rationalism while teaching God's power over…

Unlike in England, where the Holocaust has been a compulsory part of the history curriculum for Key Stage 3 since 1991, the Holocaust is not mandatory in the Scottish curriculum. Therefore, Teaching and Learning about the Holocaust (TLH) in Scotland relies on the commitment of individual teachers and/or schools. Factors that impact TLH in Scotland…

The Dutch perpetrated in both the Holocaust and chattel slavery. However, Dutch cultural memory does not significantly recognize Dutch perpetration in these sensitive histories. This article explores the interplay between cultural memory and history education as a potential explanation for this oversight, by specifically focusing on the…

Holocaust education is supposed to equip students with historical knowledge. It also pursues moral learning goals with the objective of enabling students to actively engage for human rights. However, teachers frequently report concerns about teaching the Holocaust because they feel unprepared to deal with intense emotional responses by the…

The following study presents an example of Holocaust education for the 21st century by evaluating the "Wannsee-conference" 80 years ago (January 20, 1942) from a religious psychological perspective of 2022. After a general survey concerning Holocaust education in Germany, it focuses on emotional regulation as a coping strategy with…

Holocaust education, which refers to the teaching and learning of the Holocaust--the systematic genocide of six million Jews by Nazi Germany and its collaborators during World War II--is an essential component of history and social studies education in many countries. Its primary aim is to raise awareness of the Holocaust, promote understanding of…

This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme…

This study examines how a museum-led professional development workshop impacts preservice teachers' perceived preparedness to teach the Holocaust. Utilizing an instructional model of historical empathy, researchers designed a virtual Holocaust education workshop for preservice teachers. Teacher candidates at three large universities were invited…

Among the growing body of literature concerning teaching and learning about the Holocaust, very little research has explored the experiences of teachers from an emotional perspective. This study considers the emotion work done by educators who are teaching about the Holocaust at the site of Auschwitz-Birkenau. Through the lens of 'emotional…

Recent surveys and reports document a growing phenomenon of "Hitlermania" in some parts of India. This article investigates whether the way in which National Socialism is presented in school education has encouraged this development or, on the contrary, has discouraged a positive valuation of the Nazis, including their leader. It…

A colloquium series funded by the National Endowment for the Humanities explored complicity and collaboration during the Holocaust at a community college in New York. Student reactions to this theme were explored to measure their understanding of this atrocity. Twenty-three student participants of this colloquium submitted to in-depth, in-person…

This study investigates ideas about the messages of the Holocaust understood by middle school students in Jewish day schools. Findings explore the conceptualizations students have of the Holocaust as a particular Jewish experience, and in what ways they apply its lessons both particularly and universally. Students in two North American Jewish day…

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…

This case study examined the questions: How are relations between Hutus and Tutsis portrayed in recent History syllabi in post-genocide Rwanda, and how may the narrative about these relations affect efforts towards educating for peace? The findings were based on a content analysis of four History syllabi for Ordinary and Advanced Levels published…

History education comprises moral issues and moral aspects, often perceived as an important and meaning-making foundation that makes learning relevant and interesting. The interrelationship between time layers fuels historical interpretations and facilitates perceptions of moral issues. This article focuses on a study investigating how secondary…