Does addressing prejudice and discrimination through Holocaust education produce better citizens?

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 s...

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Bibliographic Details
Published in:Educational review (Birmingham) 2007-05, Vol.59 (2), p.115-130
Main Authors: Cowan, Paula, Maitles, Henry
Format: Article
Language:English
Subjects:
Attitude Change
Attitudes
Case Studies
Citizens
Citizenship
Citizenship Education
Comparative Analysis
Consciousness Raising
Cultural values
Discrimination
Education
Educational sociology
Elementary education
Elementary School Students
Foreign Countries
History education
Holocaust
Jews
Longitudinal Studies
Moral Values
Pedagogy
Prejudice
Primary schools
Program Effectiveness
Racial Bias
Racial Discrimination
Schools
Secondary School Students
Social Bias
Social Discrimination
Student Attitudes
Studies
Teaching
United Kingdom
Values
Values Education
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Summary: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.
ISSN:0013-1911
1465-3397
DOI:10.1080/00131910701254858