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'It made me think how I should treat others and how I should help people who need it': The complexities of exploring the impact of Holocaust education

Hale, R; (2020) 'It made me think how I should treat others and how I should help people who need it': The complexities of exploring the impact of Holocaust education. Oxford Review of Education , 46 (6) pp. 788-803. 10.1080/03054985.2020.1791062. Green open access

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Abstract

It is generally agreed that learning about the Holocaust has some impact on students. However, discussions about the nature and magnitude of impact tend to be intuition-based rather than evidence-based. This is exacerbated by studies giving insight into how Holocaust education is related to salient variables rather than studies which demonstrate that teaching and learning about the Holocaust directly result in particular outcomes. Additionally, studies have drawn on small samples or presented findings which rely only on participants’ own perceptions of impact rather than actual impact measurement. These issues have contributed to a muddled and contestable narrative about impact in this field. This paper explores the complexities of studying the impact of Holocaust education, considers the feasibility of using randomised control trials, and appeals to those working in the field to be mindful of making and accepting spurious claims about impact.

Type: Article
Title: 'It made me think how I should treat others and how I should help people who need it': The complexities of exploring the impact of Holocaust education
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/03054985.2020.1791062
Publisher version: https://doi.org/10.1080/03054985.2020.1791062
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher's terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment
URI: https://discovery.ucl.ac.uk/id/eprint/10107450
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