Kubota, Ryuko (2014). "We Must Look at Both Sides"–But a Denial of Genocide Too?: Difficult Moments on Controversial Issues in the Classroom. Critical Inquiry in Language Studies, v11 n4 p225-251. In language education, controversial issues sometimes emerge in either planned or spontaneous ways. Based on a classroom episode, this article illuminates dilemmas of approaching controversial issues for teachers who embrace critical pedagogy. A review of interdisciplinary literature demonstrates a general agreement on presenting balanced views while exhibiting disagreements on teacher neutrality. While advocates of critical pedagogy may not support maintaining an absolute balance or teacher neutrality, their progressive stance, just as a conservative one, may lead to the imposition of ideas. Although a poststructuralist approach, which views all knowledge as legitimate for examination with contextual relativity, might be a solution, it sometimes contradicts support for social justice. This paradox parallels a rift between theory and practice as seen in the criticisms of postcolonial/poststructuralist theory. It suggests that a focus on not only open attitudes and knowledge… [Direct]

Woodcock, James (2013). History, Music and Law: Commemorative Cross-Curricularity. Teaching History, n153 p56-59 Dec. James Woodcock continues his theme from "Teaching History 138" about the difference between superficial, thematic cross-curricularity and much more rigorous interdisciplinarity. His concern is to retain rather than compromise the integrity of the subject disciplines. Woodcock argues that interdisciplinary working adds value to learning only when the knowledge and the distinctive truth quests of each discipline are understood adequately by all partners. This makes management of crosscurricularity much more than a practical or administrative management task. It requires a depth of disciplinary appreciation in the senior curricular leaders and an ability to lead others in disciplinary conversation. Here Woodcock illustrates this argument in a short summary of an interaction between history, music and law, where each explored the Rwandan genocide of 1994 and each built on the others' disciplinary concerns while retaining their own disciplinary goals and standards…. [Direct]

Scheurich, James Joseph (2017). Trump Is the Mask Torn off of Who We White People Are and Have Been. International Journal of Qualitative Studies in Education (QSE), v30 n10 p1053-1059. Currently, most white people seem to think that Trump and his values are some cruel, insane, accidental distortion of US society. In counterpoint to this view, I argue that he is not. Instead, Trump is mainly the "liberal" or "conservative" mask torn off of who we white people have been and what we have allowed in our name. This country was built on a foundation of the genocide of about 80% of the Indigenous People and the theft of their land. We followed this with Black slavery, which provided money and power in both the North and the South to make the US a powerful nation worldwide. Furthermore, though we fought a civil war over slavery, within 20 years, power in the South was returned to the slave masters, and Jim Crow was born, which continued the psycho-social-cultural and economic exploitation of blacks and which we followed with the New Jim Crow. We also stole the land of the Indigenous People of the Southwest by conducting an imperial war and breaking… [Direct]

Lindquist, David H. (2012). Textbook Coverage of the Destruction of the Armenians. Journal of International Social Studies, v2 n1 p26-37 Spr-Sum. Despite its importance as the event establishing that the 20th century would be known as "the age of genocide," the destruction of the Armenians that occurred between the mid-1890s and 1923 is given marginal coverage in contemporary U. S. high school history textbooks. This article critiques that coverage and identifies the overall flow of the information that is presented while noting several instances in which information is presented in an underdeveloped, confusing, or contradictory manner. It then makes several suggestions about topics that should be included in an expanded coverage of the Armenian situation, thus ensuring that students develop accurate perspectives about this critical event…. [PDF]

Collins, Christopher S. (2012). Land-Grant Extension as a Global Endeavor: Connecting Knowledge and International Development. Review of Higher Education, v36 n1 p91-124 Fall. Two land-grant institutions, Michigan State University (MSU) and Texas A&M University (TAMU) used funding from the United States Agency for International Development (USAID) to partner with the National University of Rwanda (NUR) to support the agriculture faculty in Rwanda following the 1994 genocide. In addition, the three institutions implemented key elements of the land-grant model (extension and outreach) for coffee farmers. Among positive results were training new faculty, increased product quality, and higher income for the farmers. These successes illustrate elements of the land-grant model and university partnerships that can be leveraged to reduce poverty and increase public benefits. (Contains 2 tables and 1 figure.)… [Direct]

Low, Bronwen E.; Sonntag, Emmanuelle (2013). Towards a Pedagogy of Listening: Teaching and Learning from Life Stories of Human Rights Violations. Journal of Curriculum Studies, v45 n6 p768-789. In response to the task of designing curriculum that helps youth engage thoughtfully with digital stories of human rights violations, the authors articulate the central tenets of a pedagogy of listening that draws upon elements of oral history, concepts of witnessing and testimony, the work on listening of Dewey, Freire and Rinaldi and the philosophy of listening. These tenets are explored in relation to the five curricular units for secondary schools that they produced as part of a large oral history project that documents the life stories of Montrealers displaced by war, genocide and other human rights violation. The pedagogy of listening aims to: promote more democratic relations, build a listening community and foster close and attentive listening, develop an ethics of listening, support critical reflexive practice and movement towards social action, explore the multitude of listenings, explore listening as curation and foster students' historical imaginations…. [Direct]

Winton, Mark A. (2008). Dimensions of Genocide: The Circumplex Model Meets Violentization Theory. Qualitative Report, v13 n4 p605-629 Dec. The purpose of this study is to examine the use of Olson's (1995, 2000) family therapy based circumplex model and Athens' (1992, 1997, 2003) violentization theory in explaining genocide. The Rwandan genocide of 1994 is used as a case study. Published texts, including interviews with perpetrators, research reports, human rights reports, and court transcripts were analyzed. The use of both theories was consistent with the data and resulted in a greater understanding of the genocide. Rwanda moved to a rigidly enmeshed society during the genocide with the perpetrators going through the violentization process. Suggestions for further research are provided…. [Direct]

Biraimah, Karen L. (2016). Moving beyond a Destructive Past to a Decolonised and Inclusive Future: The Role of "Ubuntu"-Style Education in Providing Culturally Relevant Pedagogy for Namibia. International Review of Education, v62 n1 p45-62 Feb. Namibia has one of the most dehumanising and destructive colonial pasts of any nation in Africa, or, for that matter, the world. Before colonisation, the area now known as Namibia was home to diverse cultural groups. The successive colonial regimes of Germany and South Africa inflicted genocide, brutality and apartheid on the region. Namibia finally fought for and won its independence in 1990–over three decades after Ghana became the first independent sub-Saharan nation in 1957. Today, Namibia strives to leave behind its troubled past and harness the power of education to provide greater equality of opportunity and quality of life for all of its citizens. The concept of "ubuntu," with its emphasis on inclusiveness, equity and equality, is central to Namibia's pursuit of this goal. Significant challenges stand in its way, including extreme poverty, an emerging economy struggling with drought and a competitive world market, and a populace with multiple mother tongues and… [Direct]

Bouvier, Victoria (2018). Truthing: An Ontology of Living an Ethic of "Shakihi" (Love) and "Ikkimmapiiyipitsiin" (Sanctified Kindness). Canadian Social Studies, v50 n2 p39-44. I remember the exact day when I received the email inviting me to participate on a panel speaking to the notion of "post-truth," and how perplexed I was by the idea that we, in Canada, might be post-truth or that truth might be dead (Scherer, 2017). Post-truth is defined as "relating to or denoting circumstances in which objective facts are less influential in shaping public opinion than appeals to emotion and personal belief" [ CITATION Oxf16 \l 4105 ], thus meaning that facts are deemed less important or even irrelevant. The day I received the email was sunny and warm and I was at the park with my dog. I took a few extra laps that afternoon, mulling over what this post-truth might mean and the implications this might have on me, as a Michif-M√©tis woman, and main stream education system. A scroll of questions began to flow through my mind as I tried to align the meaning of post-truth and my own understanding of truth as a process of coming to know. I first… [PDF]

Jedwab, Jack (2010). Measuring Holocaust Knowledge and Its Impact: A Canadian Case Study. Prospects: Quarterly Review of Comparative Education, v40 n2 p273-287 Jun. This article examines the responses of some 1,500 Canadians to a public opinion survey on knowledge of the Holocaust, awareness of genocide, and attitudes towards discrimination and diversity. Based on one of the most detailed surveys conducted to date on Holocaust knowledge, the study found strong correlations between greater reported Holocaust knowledge and concern over genocide, as well as greater recognition of anti-Semitism as a societal problem. Greater reported Holocaust knowledge did not, however, correlate consistently with greater openness towards selected dimensions of diversity. This counterintuitive phenomenon can likely be attributed to what respondents have learned about diversity and the limits of the effect of Holocaust education in this regard. Hence, further research is required on the relationship between the two. Finally, going forward, a case is made for a global assessment of levels of Holocaust knowledge…. [Direct]

Murphy, Karen (2010). Examples of Best Practice 1. Teaching a Holocaust Case Study in a Post-Conflict Environment: Education as Part of Violence, Reconstruction and Repair. Intercultural Education, v21 suppl 1 pS71-S77. This article presents a brief synopsis of one example of the Facing History and Ourselves (FHAO) approach to pedagogy and in-depth study of the events leading to the Holocaust. This particular approach puts the focus on the decisions made by individuals, communities and nations who contributed to that genocide or, in very exceptional cases, resisted it or protected victims. The program described provides opportunities for teachers and students in countries emerging from mass violence to make connections to their own lives and histories as well as to the history of the Holocaust itself. Through in-depth study of cases of mass atrocity and genocide, FHAO engages teachers and students in a critical exploration of the steps that led to full-scale violence and destruction, as well as strategies for prevention and positive participation to sustain democracy. (Contains 3 notes.)… [Direct]

Grunden, Walter E.; Pawlowicz, Rachel (2015). Teaching Atrocities: The Holocaust and Unit 731 in the Secondary School Curriculum. History Teacher, v48 n2 p271-294 Feb. Educators at the secondary school level who teach History, or Integrated Social Studies more broadly, may be expected to possess at least some passing knowledge of the Holocaust, the genocide perpetrated against European Jews by Nazi Germany in the 1930s and 1940s. Yet, when it comes to the Pacific War and Japanese war crimes and atrocities committed in Asia, significantly less attention and coverage are given. An argument can be made, however, that the scope of Japanese brutality was no less atrocious than that of the Nazis. In particular, Japanese physicians and medical research scientists of the Imperial Japanese Army's Unit 731 conducted gruesome and horrifying experiments on live human beings at a remote laboratory and death camp in China's northeast. This essay attempts to explain why discussion of Unit 731 has been missing from the general coverage of World War II in the secondary school curriculum and makes an argument for its inclusion. The authors posit that the primary… [PDF]

Aghajanian, Ani Derderian (2011). Roots and Routes: Road from Home to America, Middle East and Diaspora, about Being Armenian Genocide Female Survivor. International Education Studies, v4 n3 p66-71 Aug. Adolf Hitler, on August 22, 1939 stated, "I have given orders to my Death Units to exterminate without mercy or pity men, women, and children belonging to the Polish-speaking race. It is only in this manner that we can acquire the vital territory which we need. After all, who remembers today the extermination of the Armenians?" (Kherdian, 1979). Armenia is a land which has been ravaged by war on far too many occasions. Other nations keep turning it into a battlefield and tearing it apart. Armenian people have survived for many generations and their stories are told and retold during the hard winters. Armenians' survived just as Armenia and Armenian culture have survived (Downing, 1972). Therefore, diverse life experience, traditions, histories, values, world views, and perspectives of the diverse cultural groups make up a society and preserve culture (Mendoza and Reese, 2001). In this study, two Armenian books "The Road from Home" and "The Knock at the… [PDF]

Brand, Noreen B. (2013). Learning from the Past, Building for the Future. Journal of Museum Education, v38 n3 p298-307 Oct. The Illinois Holocaust Museum and Education Center (IHMEC) strives to engage youth as citizens through "Make a Difference! The Harvey L. Miller Family Youth Exhibition." Teaching about the Holocaust is complex and challenging work. Holocaust education is mandated in Illinois elementary and high schools, yet the Museum finds that many teachers are unsure of how to teach such sensitive and complex topics; such as civics, character education, the Holocaust, human behavior, and genocide. In fact, direct teaching of the Holocaust is not recommended by the United States Holocaust Memorial Museum until 7th grade or later due to the level of emotional preparation needed to study this material. Thus, IHMEC takes a spiraled approach to learning, in which younger children's emotional preparation is supported through more basic studies of civic engagement, creating character and understanding human behavior resulting in activities that the children can carry out on a day-to-day basis…. [Direct]

Fowler, Stuart; Mutua, Isaac N. (2012). Christian Higher Education in Africa. Christian Higher Education, v11 n5 p349-352. Africa is commonly seen as a continent of rampant political corruption, poverty, violence, and ethnic conflicts rising at times to genocide. There is some truth in this view although the real picture is diverse, with the situation varying considerably from country to country. However, the more important question seldom asked is: What are the causes of this situation? The frequent assumption is that the causes relate to internal factors that have something to do with the African people and their leaders. While the stories differ in detail, the role of external factors is common, except perhaps for South Africa, which has a very different history. This article gives a glimpse of the hope that is coming from the united endeavours of Africans in the area of higher education…. [Direct]

Berson, Ilene R.; Berson, Michael J.; Haas, Brandon J. (2015). With Their Voice: Constructing Meaning with Digital Testimony. Social Education, v79 n2 p106-109 Mar-Apr. The use of testimony in teaching about the Holocaust has long been a practice, relying on resources such as memoirs, diaries, and audio recordings. Having first-person accounts provides a window into the experience of those who lived the historical events that now fill the pages of text. As we mark the 70th Anniversary of the end of World War II in Europe, it becomes increasingly difficult to find survivors and witnesses to share their stories with students. The question of how these personal accounts will endure once the last survivor is no longer here is a pertinent issue in the field of Holocaust education. Though not equivalent to in-person accounts, video testimony can provide an important experience. This article describes the Visual History Archive of the USC Shoah Foundation, which houses over 53,000 testimonies of survivors and additional witnesses of the Holocaust and other genocides. These full life histories have been collected from individuals in 61 countries and 39… [Direct]

Bar-On, Dan; Beyth-Marom, Ruth; Lazar, Alon; Litvak-Hirsch, Tal (2009). Through Psychological Lenses: University Students' Reflections Following the "Psychology of the Holocaust" Course. Educational Review, v61 n1 p101-114 Feb. While Holocaust related activities and educational programs around the world are growing in number, published reports on their impact are scarce, especially on the university level. The free responses of 94 Jewish-Israeli university students who took the course "Psychology of the Holocaust" yielded eight themes. The results reflect a change of emphasis and movement from a mainly particularistic interpretation of the Holocaust to a more universalistic understanding of the Holocaust. This movement is explained by the occurrence of two reflective processes: situational and universal reflexivity of genocide and reflexivity regarding the personal and collective impact of genocide. (Contains 1 table and 4 notes.)… [Direct]

Finley, Chris (2011). Violence, Genocide, and Captivity: Exploring Cultural Representations of Sacajawea as a Universal Mother of Conquest. American Indian Culture and Research Journal, v35 n4 p191-208. In this article, the author aims to \discover\ the actual Sacajawea. She intends to produce work that critiques colonialism in history and museums and to return the focus of the colonial gaze back to the colonizer. In this article, she talks about how colonial narratives of Sacajawea in popular culture justify conquest, heteropatriarchy, and the expansion of the United States while supporting the continued colonial management of Native peoples, erasure of Native national identities, and theft of Native lands. Currently, many of the visual representations of Native peoples are in films. Specifically, the author focuses on representations of Sacajawea in the film \Night at the Museum\ (2006) in order to deconstruct how Native peoples, and Native women in particular, are represented in modernity as Denise da Silva's affectable subjects facing obliteration by the horizon of death. She ends this article with a play written by Monique Mojica that counters the negative representations of… [Direct]

Castro, Mauricio; Decker, Alicia C. (2012). Teaching History with Comic Books: A Case Study of Violence, War, and the Graphic Novel. History Teacher, v45 n2 p169-188 Feb. In this essay, the authors present a case study that demonstrates how graphic novels can be utilized in the history classroom. More specifically, they discuss the benefits (and challenges) of using comic books to teach undergraduates about war and violence. While much of their discussion focuses on the historical particularities of Uganda, their ideas and experiences are likely to resonate with a wide variety of educators, both within and outside the discipline of history. There are a number of lesser-known, but equally compelling texts that explore war, displacement, and genocide in a variety of different contexts. Thus far, very little has been written about these less familiar comic books. This essay introduces readers to one such work–"Unknown Soldier," by Joshua Dysart and Alberto ponticelli, which the authors believe does an excellent job of complicating students' understanding of war and violence in Africa. (Contains 35 notes.)… [Direct]

Beiter, Andrew T.; Karb, Joseph D. (2009). From the Holocaust to Darfur: A Recipe for Genocide. Journal of Inquiry and Action in Education, v2 n1 p57-73. All too often, social studies teachers present the cruelty of the Holocaust as an isolated event. These units focus on Hitler, gas chambers, and war crimes and end with a defiant and honorable "Never again!" While covering mass murder in this way is laudable, it ultimately might not go as far as it could. For as teaches if we really want to empower our students to prevent genocide, we must look beyond the facts alone to the larger lessons these horrific events can teach us. It is with this background in mind that we wrote this chapter; that in order to teach our students to be good, we have the obligation to help them develop their own understandings of where and why society has fallen off the tracks. The idea of a recipe provided us with a way to help students understand the early warning signs of mass murder such that they would be better equipped to prevent them in the future. Doing so would hopefully inspire them not to be bystanders to any similar cruelty, both in the… [PDF]

Manfra, Meghan McGlinn; Stoddard, Jeremy D. (2008). Powerful and Authentic Digital Media and Strategies for Teaching about Genocide and the Holocaust. Social Studies, v99 n6 p260-264 Nov-Dec. The continued prominence of genocide and Holocaust education, along with the movement toward the affective in social studies curricula, the advent of the Internet, and continued scholarship in the field, has led to the availability of a staggering array of digital resources for teachers (D. S. Symer 2001). These resources have the potential to enhance genocide and Holocaust education by providing robust content resources and interactive opportunities for students to develop new skills and understanding. In this article, the authors identify new digital media resources and strategies that engage students in authentic learning experiences about genocide and the Holocaust. They use F. W. Newmann and G. G. Wehlage's (1993) framework for \authentic instruction.\ Using this framework, the authors identify digital media that engage students in moral and ethical valuing, emphasize historical inquiry, and are relevant to the world outside of school…. [Direct]

Bridgeland, John; McNaught, Mary; Wulsin, Stu (2009). Rebuilding Rwanda: From Genocide to Prosperity through Education. Civic Enterprises Rwanda is on the verge of a breakthrough. Having weathered one of the worst humanitarian crises imaginable just fifteen years ago, and with an impoverished countryside plagued by HIV/AIDS, hunger, and malaria, Rwanda seems an unlikely place for an economic renaissance. Yet the nation's commitment to good government and support for free market solutions place it among the most likely countries to see rapid advancement in the coming decades. Such a future is far from guaranteed, and whether it comes to fruition depends largely on the country's system of education. For Rwanda, more than for almost any other country, education holds the key to the future. Rwanda is a small, landlocked country in Central Africa (about the size of Maryland) with a population of just more than 10 million people. With the highest population density of any African country and a high growth rate, Rwanda cannot depend on its natural resources for economic development. However, there are many reasons to be… [PDF]

Keller, Bess; Manzo, Kathleen Kennedy (2007). Genocide Claiming a Larger Place in Middle and High School Lessons. Education Week, v27 n9 p1, 15 Oct. The debate in the U.S. House of Representatives over whether the mass killings of Armenians that began in 1915 should be declared \genocide\ has been resolved in practice in many American classrooms. That era has become intertwined with lessons on the Holocaust in the history curriculum. This article describes how teachers are finding ways to give their students a more comprehensive look at genocide historically and in current events. Human rights is one of the themes being highlighted in the annual conference of the National Council for the Social Studies next month, and more than a dozen sessions–the most in recent years–will take up teaching about genocide. The council has also crafted sample lessons for teachers on a variety of human-rights issues. The United Nations Convention for the Prevention and Punishment of the Crime of Genocide defines genocide as any act committed with the idea of destroying in whole or in part a national, ethnic, racial, or religious group. Though… [Direct]

DiCamillo, Lorrei; Gradwell, Jill M. (2013). A Means to an End: A Middle Level Teacher's Purposes for Using Historical Simulations. Middle Grades Research Journal, v8 n3 p39-59. Historical simulations are often criticized for being superficial, reinforcing negative stereotypes, and skewing students' view of history. Simulation critics argue if inexperienced teachers implement simulations, they may adversely influence students' psychological development, especially if students take roles as perpetrators or victims. Additionally, critics assert simulations can focus on the horrors rather than the accomplishments of the group under study, and deflect attention from current oppressions. These critiques come from various groups who are concerned with simulations related to issues of oppression, racism, or genocide. Despite these criticisms of classroom simulations, many teachers continue to use and embrace them to simulate different historical events. This article focuses on the espoused purposes of 1 eighth-grade teacher whose practice and views stand in contrast to the critics' assertions about historical simulations. We discovered he reported 4 different… [Direct]

Scarlett, Michael H. (2009). Imagining a World beyond Genocide: Teaching about Transitional Justice. Social Studies, v100 n4 p169-176 Jul-Aug. The study of the ways in which societies emerging from violent conflict and repressive regimes achieve peace and reconciliation through forms of transitional justice, such as truth commissions, tribunals, systems of reparations, and memorialization of the past, offers an opportunity for secondary social studies teachers to address issues of human rights in a positive and humanizing way. In this article, the author provides a rationale for including the study of transitional justice in the secondary social studies curriculum along with suggestions for teaching it. He argues that the study of transitional justice presents opportunities for students to become morally inclusive in their thinking, engage in global democratic citizenship, and study critically important current events unfolding in their world…. [Direct]

Pedersen, Jon, Ed.; Totten, Samuel, Ed. (2012). Educating about Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography. Research in Curriculum and Instruction. Volume 1. IAP – Information Age Publishing, Inc. Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-a-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated… [Direct]

Del Duca, Gemma (2011). Teaching of the Holocaust as Part of a University's Catholic Identity. Journal of Catholic Higher Education, v30 n2 p199-220 Sum. This article sketches the development of the National Catholic Center for Holocaust Education, Seton Hill University, Greensburg, PA. It does so with broad strokes, which paint a picture of the program of the Center within the context of ecclesial and papal activities and documents. The article describes how the Center entered into dialogue with the academic world of Holocaust studies (especially with the International School for Holocaust Studies, Yad Vashem, Jerusalem, Israel) and how it became engaged in an institute and in triennial conferences that prepare Catholic educators to each the Holocaust by referencing Catholic documents on the Holocaust and on related topics such as antisemitism, racism, genocide, human rights, and interreligious dialogue. The work of the Holocaust Center has contributed to strengthening Seton Hill University's Catholic identity…. [Direct]

Flynn, Elizabeth A.; Wolf, Rudiger Escobar (2008). Rhetorical Witnessing: Recognizing Genocide in Guatemala. Community Literacy Journal, v2 n2 p23-44 Spr. The article explores the rhetorical dimensions of witnessing. We concentrate, in particular, on two groups: 1) university students at the University of San Carlos, Quetzaltenango, whose murals are dramatic reminders of the massacres that resulted in the deaths of over 200,000 indigenous people in the 1980s and early 90s and of the corrupt governmental leaders responsible for them, and 2) U.S. accompaniers sponsored by an organization within our own community, the Copper Country Guatemala Accompaniment Project (CCGAP)…. [Direct]

Bakermans-Kranenburg, Marian J.; Barel, Efrat; Sagi-Schwartz, Abraham; Van Ijzendoorn, Marinus H. (2010). Surviving the Holocaust: A Meta-Analysis of the Long-Term Sequelae of a Genocide. Psychological Bulletin, v136 n5 p677-698 Sep. The current set of meta-analyses elucidates the long-term psychiatric, psychosocial, and physical consequences of the Holocaust for survivors. In 71 samples with 12,746 participants Holocaust survivors were compared with their counterparts (with no Holocaust background) on physical health, psychological well-being, posttraumatic stress symptoms, psychopathological symptomatology, cognitive functioning, and stress-related physiology. Holocaust survivors were less well adjusted, as apparent from studies on nonselected samples (trimmed combined effect size d = 0.22, 95% CI [0.13, 0.31], N = 9,803) and from studies on selected samples (d = 0.45, 95% CI [0.32, 0.59], N = 2,943). In particular, they showed substantially more posttraumatic stress symptoms (nonselect studies: d = 0.72, 95% CI [0.46, 0.98], N = 1,763). They did not lag, however, much behind their comparisons in several other domains of functioning (i.e., physical health, stress-related physical measures, and cognitive… [Direct]

Avraham, Doron (2010). The Problem with Using Historical Parallels as a Method in Holocaust and Genocide Teaching. Intercultural Education, v21 suppl S1 pS33-S40. Teaching the Holocaust in multicultural classrooms and in places which have experienced mass violence raises the question of whether specific methods of teaching are required. One of the answers is that Holocaust education in these cases should facilitate the creation of parallels and similarities between past events and the experiences of the learners. This concept is contrasted with a historicist approach, which studies and comprehends each event in its own particular context. Such a stance focuses on the subject matter and much less on the identity of the learners. (Contains 10 notes.)… [Direct]