Holocaust Education

Teaching and Learning
  • Deirdre Burke
Chapter

Abstract

‘Death, death, death, killings. Killing all for no good reasons, death, killing, murder, death.’ These words come from a fourteen-year-old pupil writing of the images she recalled from her study of the Holocaust. I think of her as we turn our focus to the classroom, where the bulk of encounters with the Holocaust will take place.

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Notes

  1. 1.
    D. Burke, ‘The Holocaust in Education: Teacher and Learner Perspectives’, PhD thesis, University of Wolverhampton, 1998.Google Scholar
  2. 4.
    R.S. Peters, Ethics and Education (London: Allen & Unwin. 1966), p.32.Google Scholar
  3. 6.
    L.L. Langer, ‘Opening Locked Doors: Reflections on Teaching the Holocaust’ in Dimensions 9/2 (New York, Anti-Defamation League’s Braun Centre for Holocaust Studies, 1995), p.7.Google Scholar
  4. 7.
    G.J. Mouly, Educational Research: The Art and Science of Investigation (London: Allyn and Bacon, 1978), p.12.Google Scholar
  5. 8.
    B. Ward, Good Grief: Exploring Feelings, Loss and Death with Under Elevens (London: Jessica Kingsley Publishers, 1993)Google Scholar
  6. 9.
    A. Edgar (1996), ‘Death in our Understanding of Life’, in P. Badham and P. Ballard, Facing Death (Cardiff: University of Wales Press, 1996), p.161.Google Scholar
  7. 10.
    G. Short, ‘Teaching about the Holocaust: A Consideration of Some Ethical and Pedagogic Issues’, Educational Studies 20/1, (1994): 53–67.CrossRefGoogle Scholar
  8. 12.
    C. Lee, Good Grief: Experiencing Loss (London: Fourth Estate, 1994), p.182.Google Scholar

Copyright information

© Palgrave Macmillan, a division of Macmillan Publishers Limited 2001

Authors and Affiliations

  • Deirdre Burke

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