Pettigrew, A;
(2017)
Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools.
Holocaust Studies
, 23
(3)
pp. 263-288.
10.1080/17504902.2017.1296069.
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Abstract
This article explores relationships between teaching aims and student knowledge and understanding of the Holocaust in discussion of selected findings from two large-scale empirical studies conducted in English secondary schools. It draws on the work of educational theorists Gert Biesta and Michael Young in order to extend and expand upon the dominant, dichotomizing discourse of “historical versus non-historical” approaches within which much existing Holocaust education literature has previously been framed. Following Young, the article asks: What forms of knowledge of the Holocaust are most “powerful” in terms of facilitating student understanding? And further: Which teaching aims are best suited to ensuring all students have access to these?
| Type: | Article |
|---|---|
| Title: | Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/17504902.2017.1296069 |
| Publisher version: | http://dx.doi.org/10.1080/17504902.2017.1296069 |
| 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, secondary education, teaching aims, student understanding, powerful knowledge, curriculum |
| 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/1542661 |
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