The Holocaust as History and Human Rights: A Cross-National Analysis of Holocaust Education in Social Science Textbooks, 1970–2008

2015 ◽  
pp. 299-320 ◽  
Author(s):  
Patricia Bromley ◽  
Susan Garnett Russell
Keyword(s):  
Human Rights ◽  
Social Science ◽  
Holocaust Education ◽  
Science Textbooks ◽  
The Holocaust ◽  
National Analysis ◽  
Cross National

scholarly journals Genocide and Holocaust Education at Secondary Schools in Armenia

2011 ◽  
Vol 7 (1 (8)) ◽  
pp. 150-161
Author(s):  
Siranush Chubaryan
Keyword(s):  
Social Sciences ◽  
Human Rights ◽  
Civil Society ◽  
Secondary Schools ◽  
Armenian Genocide ◽  
National Program ◽  
Holocaust Education ◽  
The Holocaust

The article refers to the organization of Genocide and Holocaust Education at secondary schools in Armenia. The survey and investigation indicate the key direction of the reforms in the national program of education. Special attention is paid to reforms in the fields of social sciences, as well as human rights (including the Armenian Genocide and the Holocaust) at the secondary schools in Armenia which significantly contribute to the establishment of civil society in our country.

Does counterterrorist legislation hurt human rights practices? A longitudinal cross-national analysis

2016 ◽  
Vol 58 ◽  
pp. 104-121 ◽  
Author(s):  
Eran Shor ◽  
Ina Filkobski ◽  
Pazit Ben-Nun Bloom ◽  
Hayder Alkilabi ◽  
William Su
Keyword(s):  
Human Rights ◽  
National Analysis ◽  
Cross National

scholarly journals Student-Centeredness in Social Science Textbooks, 1970-2008: A Cross-National Study

Social Forces ◽  
2011 ◽  
Vol 90 (2) ◽  
pp. 547-570 ◽  
Author(s):  
P. Bromley ◽  
J. W. Meyer ◽  
F. O. Ramirez
Keyword(s):  
Social Science ◽  
National Study ◽  
Science Textbooks ◽  
Student Centeredness ◽  
Cross National Study ◽  
Cross National

scholarly journals „…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście

2017 ◽  
Vol 38 (2) ◽  
pp. 19-33
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Strong Association ◽  
European Countries ◽  
Human Rights Education ◽  
Holocaust Education ◽  
Local Populations ◽  
The Holocaust ◽  
The World ◽  
Research And Education

„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.

scholarly journals Comparing Minority and Human Rights Discourse in Social Science Textbooks: Cross-National Patterns, 1970-2008

2014 ◽  
Vol 39 (1) ◽  
pp. 1-44 ◽  
Author(s):  
Patricia Bromley
Keyword(s):  
Human Rights ◽  
Social Science ◽  
Minority Rights ◽  
World Culture ◽  
Science Textbooks ◽  
National Education ◽  
Nation States ◽  
National Education Systems ◽  
Rights Discourse ◽  
Global Principles

Over the twentieth century the celebration of both human rights and the rights of minorities have become central features of an emerging world culture. Although related in some respects, ideas of human and minority rights differ in their fundamental conception of society as made of either heterogeneous social groups or universally equivalent individuals. I posit that the contradiction between universality and diversity in world culture leads to divergent patterns of diffusion into nation-states and provide evidence of this trend. The data consist of 523 high school social science textbooks from 74 countries published between 1970 and 2008 coded for content relevant to human and minority rights. Using multilevel modeling, I find that increases in minority rights discussions occur mainly in stable democracies, in contrast to a worldwide rise in discussions of human rights. These findings contribute to studies of globalization, education, and minority and human rights by documenting the spread of global models of citizenship into national education systems and identifying limits to the diffusion of global principles.

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