Experiences of Students with the Implementation of the Theme of Shoah into Teaching
DOI:
https://doi.org/10.15503/jecs2024.2.123.134Keywords:
Shoah, implementation, quantitative research investigation, preconcept, HolocaustAbstract
Aim. In this paper, we present selected results of a research survey conducted among teacher education students to determine their preconceptions about the implementation of the events of the Shoah into teaching at different levels of education.
Methods. In this paper we answer the following research questions: Would the respondents welcome a greater curricular anchoring of the Shoah in the Framework Curriculum for Primary Education? Are prospective teachers interested in various books on the Shoah in their spare time? What methods and forms of work were used in teaching in connection with the events of the Shoah at the graduated primary school? In which year of primary school do respondents think it is appropriate to include Shoah topics? Are the respondents satisfied with the level of integration of the Shoah phenomenon into teaching at the Faculty of Education of Palacký University in Olomouc?
Results. Most respondents believe that the Shoah phenomenon is only suitable for integration at the lower-secondary school. This preconception stems mainly from the respondents´ previous experience in primary schools.
Conclusion. The results point to the fact that the transformation of the perception of the defined events, and the related broader possibilities of their application in Czech institutional teaching, will be quite complex.
Cognitive value. It is necessary to begin to perceive the Shoah also in a certain transcendental, visceral level and, based on the internalisation of the resulting feelings, to begin to build pupils´ awareness of the importance of democracy, freedom, or tolerance.
Downloads
References
Bauman, Z. (2023). Modernita a holocaust [Modernity and the Holocaust] (J. Ogrocká, Trans.). Karolinum. Original work published 1989
Blumenthal, D. R. (2014). How might another Shoah be prevented? In D. R. Blumenthal (Ed.), Living with God and Humanity (pp. 67–83). Brill. https://doi.org/10.1163/9789004279759_005
Čapková, K., & Kieval, H. J. (Eds.). (2022). Židé v českých zemích. Společná cesta dějinami [Jews in the Czech Lands: A Shared journey through history]. NLN.
Efrat, S. (2022). The development of moral attitudes through Holocaust learning program. In I. Albulescu, & C. Stan (Eds.), Education, Reflection, Development - ERD 2021, vol 2. European Proceedings of Educational Sciences (pp. 669−678). European Publisher. https://doi.org/10.15405/epes.22032.66
Faltýn, J., Pavlas, T., Fidrmuc, J., Růžičková, D., Bartošek, M., Bendl, V., Černá, M., Fanfulová, E., Havlínová, H., Hesová, A., Herink, J., Holec, J., Chaluš, P., Kofroňová, O., Koubek, P., Lichtenberková, K., Mlčoch, M., Naske, P., Pastorová, M., … Vaníčka, J. (2021). Rámcový vzdělávací program pro základní vzdělávání [Framework Curriculum for Primary Education]. Ministerstvo školství, mládeže a tělovýchovy.
Gejgušová, I. (2015). Čtenářství žáků základních škol [Primary school pupils´ literacy]. Ostravská univerzita v Ostravě.
Glanz, J. (2006). Holocaust handbook for teachers: Materials and strategies for grades 5–12. Kendall/Hunt.
Hallama, P. (2020). Národní hrdinové, židovské oběti: Holocaust v české kulturní paměti [National heroes - Jewish victims: The Holocaust in Czech cultural memory. Jews - History - Memory]. NLN.
Hayes, P. (2010). The Shoah and its legacies. In Baskin, J. R., & Seeskin, K. (Eds.), The Cambridge guide to Jewish history, religion, and culture (pp. 233−257). Cambridge University Press. https://doi.org/10.1017/CBO9780511780899
Hersh, E. (2016). How can we teach about the Holocaust to seven to ten year olds? Butler University.
Imber, S. (2013). How we approach teaching about the Shoah. Yad Vashem. https://www.yadvashem.org/articles/general/pedagogical-philosophy.html
Imhof, W. (2020). Lisa Mike. A Czech woman who survived not only Auschwitz. Werner Imhof.
Kirkland, C. (2022). ‘Where do I sit?’ Transitioning from classroom teacher to educational researcher to explore students’ ideas about the Holocaust. Holocaust Studies, 29(2), 181–196. https://10.1080/17504902.2022.2058725
Kraft, D. (2014). How young is too young to teach my child about the Holocaust? Haaretz. https://www.haaretz.com/jewish/2014-04-28/ty-article/teaching-kids-about-the-holocaust/0000017f-ec80-d639-af7f-edd760010000
Lindner, U. (2022). Die Singularität der Shoah und die postkoloniale Herausforderung der deutschen Erinnerungskultur [The Singularity of the Shoah and the Postcolonial Challenge of German Remembrance Culture. A stocktaking of the ‘historians’ dispute 2.0’]. Geschichte und Gesellschaft, 48(2), 272–300. https://doi.org/10.13109/gege.2022.48.2.272
Lindquist, D. H. (2010). Complicating issues in Holocaust education. Journal of Social Studies Research, 34(1), 77–93. https://eric.ed.gov/?id=EJ887319
Lindquist, D. H. (2013). Defining the Shoah: An opening lesson for a Holocaust unit. The Social Studies, 104(1), 32–37. https://doi.org/10.1080/00377996.2012.660212
Lipstadt, D. E. (2006). Holocaust denial. The growing attack on truth and memory. Terezín Memorial.
Martin, K. C. (2007). Teaching the Shoah: Four approaches that draw students in. The History teacher, 40(4), 493–502. https://www.jstor.org/stable/30037046
Mašát, M. (2017). K impelemtaci šoa do výuky literární výchovy na druém stupni základních škol [On the Application of the Shoah theme in literary readers for the lower-secondary schools]. Jazyk – literature – komunikace, 2017(2), 68–78.
Mašát, M. (2022).Využití díla Pan Theodor Mundstock ve výuce průřezového tématu Výchova demokratického občana [Using the work of Mr. Theodor Mundstock in the teaching of the cross-cutting theme education of a democratic citizen]. Civilia – Odborná revue pro didaktiku společenských věd, 13(2), 31−38.
Mašát, M. (2021). Zastoupení ukázek s tematikou šoa v čítankách pro druhý stupeň základních škol. In Teleková, R., Koricina, M. (Eds.), EDUCA XVI – Edukácia – kľúč k úspechu. Zborník príspevkov z XVI. Vedeckej konferencie doktorandov s medzinárodnou účasťou (s. 34−41). Nitra: Univerzita Konštantína Filozofa v Nitre.
Mašát, M., Sladová, J., & Šmakalová, K. (2020). Antologie textů s tematikou šoa pro 6.−9. ročník základních škol s metodickým dodatkem. Univerzita Palackého v Olomouci.
Moisan, S., Hirsch S., & Audet, G. (2015). Holocaust education in Quebec: Teacher´s positioning and practices. McGill Journal of Education, 50(2–3), 247–268. https://doi.org/10.7202/1036432ar
Padevět, J. (2021). Kronika protektorátu. Academia. Kronika protektorátu.
Soukupová, B. (2021). Identita intenzivní naděje: Čeští Židé v první Československé republice [Identity of Intense Hope: Czech Jews in the First Czechoslovak Republic]. Marenčin PT.
Soukupová, B. (2022), The Holocaust/Shoah as a tabooed component in Czech Society´s memory after World War II? National Review, 2022(1), 13−21.
Tinberg, H., & Weisberger, R. (2014). Teaching, learning and the Holocaust. An integrative approach. Indiana University Press.
Unterman, S. M. (2016). How do you teach the Holocaust to kids who’ve never heard of it? The Forward.
Wein, M. J. (2021). Dějiny Židů v českých zemích: Od Hilsnera po Slánského [The history of Jews in the Czech Lands: From Hilsner to Slánský]. Palacký University in Olomouc.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Milan Mašát
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.
