How is the Holocaust taught in schools? How do students make sense of this challenging subject? How are people affected by visits to Holocaust memorial sites?
Empirical research on teaching and learning about the Holocaust that tackles these and other questions has grown rapidly over the past fifteen years, a period marked by the professionalization and expansion of the field.
This systematic review includes research conducted in most IHRA Member Countries as well as several non-member countries. The multilingual focus of the project enables cross-cultural analyses and the transfer of knowledge between various regions and countries. The book’s two parts present the research first by language and then by selected themes. This innovative transnational, trans-lingual study reflects IHRA’s core mission: to shape and advance teaching and learning about the Holocaust worldwide.
This publication includes: