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Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns

Foster, S; Karayianni, E; (2017) Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns. Holocaust Studies , 23 (3) pp. 314-344. 10.1080/17504902.2017.1296087. Green open access

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Abstract

This study examines portrayals of the Holocaust in a sample of 21 secondary school history textbooks published in England between 1991 and 2016. Evaluated against internationally recognized criteria and guidelines, the content of most textbooks proved very problematic. Typically, textbooks failed to provide clear chronological and geographical frameworks and adopted simplistic Hitler-centric, perpetrator-oriented narratives. Furthermore, textbooks paid limited attention to pre-war Jewish life, the roots of antisemitism, the complicity of local populations and collaborationist regimes, and the impact of the Holocaust on people across Europe. Based on these critical findings, the article concludes by offering initial recommendations for textbook improvement.

Type: Article
Title: Portrayals of the Holocaust in English history textbooks, 1991–2016: continuities, challenges and concerns
Location: United Kingdom
Open access status: An open access version is available from UCL Discovery
DOI: 10.1080/17504902.2017.1296087
Publisher version: http://dx.doi.org/10.1080/17504902.2017.1296087
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.
Keywords: Holocaust education, textbook research, history teaching, curriculum, history textbooks
UCL classification: UCL
UCL > Provost and Vice Provost Offices
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/1542339
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