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Extra resources for Contemporary Debates in Holocaust Education

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Teaching a Holocaust Case Study in a Post-Conflict Environment: Education as Part of Violence, Reconstruction and Repair’, Intercultural Education, 21: S1, S71–S77, p. S76.  Otsuka, M. (1999) ‘Importance of Holocaust Education in Japan’, Journal of Genocide Research, 1: 3, 459–462, p. 459.  Xu, X. (2009) ‘Holocaust Education in China’, The Holocaust and the United Nations Outreach Programme Discussion Papers Journal, (New York: United Nations), pp. 15–16.  Xu ‘Holocaust Education in China’, p.

15 This narrow pedagogic rationale does not always relate to German youth who are tired of being given a historical diet of guilt or who are first or second generation immigrants whose family history is not even in some tangential way connected to the atrocities of the Holocaust. 0006 Responses to Holocaust Education  Gryglewski’s solution to this evolving problem is ‘appreciation as a teaching method’. This involves a multifaceted approach which includes broadening the scope of Holocaust education.

2012) ‘The Holocaust in the Contemporary Baltic States: International Relations, Politics, and Education, Holocaust’, Study and Research, (Holocaust: Studii şi cercetări), 1: 5, 87–103, p. 100.  Frankl, M. (2003) ‘Holocaust Education in the Czech Republic, 1989–2002’, Intercultural Education, 14: 2, 177–189, p. 178.  Stevick, ‘The Holocaust in the Contemporary Baltic States’, p. 95.  Stevick, ‘The Holocaust in the Contemporary Baltic States’, p. 95.  Misco, T. (2007) ‘Holocaust Curriculum Development for Latvian Schools: Arriving at Purposes, Aims, and Goals through Curriculum Deliberation’, Theory and Research in Social Education, 35: 3, 393–426, p.

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