By Michael Gray (auth.)
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Additional resources for Contemporary Debates in Holocaust Education
1 Many post-Soviet states, in what Snyder famously called ‘the bloodlands’, therefore prefer to place an emphasis on the non-Jewish victims who suffered during the Second World War, including (and perhaps especially) those who were the recipients of Communist as well as Nazi terror. ’3 Within much of Central and Eastern Europe, Holocaust education is thus not the Auschwitz-centric approach of its Western neighbours but an often marginalised part of a larger story of national suffering at the hands of Soviet as well as Nazi aggression.
Teaching about the Holocaust, p. 91. Hondius, D. (2010) ‘Finding Common Good in Education about the Holocaust and Slavery’, Intercultural Education, 21: S1, S61–S69, p. S62. Blutinger, ‘Bearing Witness’, p. 277. Cohen, E. (2013) Identity and Pedagogy: Shoah Education in Israeli State Schools, (Brighton, MA: Academic Studies Press), p. 98. Epstein, B. J. (2013) ‘Inflicting Trauma: The Ethics of Writing and Teaching the Holocaust for Children’, Holocaust Studies: A Journal of Culture and History, 19: 1, 101–120, p.
Cowan, P. and Butler, E. ’, Scottish Executive Social Research. Maitles, Cowan and Butler, ‘Never Again’, p. 29. Kelso, M. ” ’ The Romani Genocide and Holocaust Education in Romania’, Intercultural Education, 24, 1–2, 61–78, p. 61. 70. 0005 Contemporary Debates in Holocaust Education Kelso, ‘And Roma were Victims too’, p. 67. Kelso, ‘And Roma were Victims too’, p. 70. Kelso, ‘And Roma were Victims too’, p. 67. Gray, M. (2013) ‘Exploring Pupil Perceptions of Jews, Jewish Identity and the Holocaust’, Journal of Modern Jewish Studies 12: 3, p.