Paula Cowan

Teaching the Holocaust in Primary Schools in Scotland: Modes, methodology and content

Most consideration of teaching the Holocaust in Britain is based on teaching pupils aged 12-15 in England (Supple, 1993; Short, 1995; Carrington & Short, 1997; Brown & Davies, 1998). This paper directs attention to some experiences of teaching the Holocaust to pupils of primary stages 5-7 in Scotland (i.e. those aged between 9 and 11) and considers the significance of teaching Holocaust history in the primary context. The rationale for teaching this area is examined both in terms of the topicality, the universality of its lessons and the suggestions in various documentation about developing positive values in pupils. Eight primary teachers, five of whom regularly teach aspects of the Holocaust to this age group in Scottish schools when allocated the upper primary stages, were interviewed at length to ascertain the nature of the integration of the Holocaust into the Scottish 5-14 curriculum, the methodologies applied and the content of their studies. These findings are analysed and their implications discu...

Developing Positive Values: A case study of Holocaust Memorial Day in the primary schools of one local authority in Scotland

Many schools and local authorities saw the initial Holocaust Memorial Day as an important stimulus to develop lessons and events in Holocaust history amongst young people of vital importance for today. The focus of this paper is to examine the potential for Holocaust education in the primary curriculum in Scotland and whether the instance of Holocaust Memorial Day and the undertaking of a serious commitment to it by a local authority had an impact on the teaching and raising of Holocaust issues in the primary schools in that area. The authors previously argued (Maitles & Cowan, 1999) that there needed to be a major commitment from the Scottish Executive and/or local councils to encourage teachers and schools to coordinate or introduce Holocaust education in the schools. To test this, the field research for this survey was conducted by means of a questionnaire to every primary school in the local authority and achieved a 91% response rate. Strong national commitment to Holocaust educational activities, backed up by commitment from the local authority in terms of staff development and teaching materials, ensured a quality of experience as well as the quantity. Linked to this was an effective structure in the schools, with a designated Holocaust education coordinator and the involvement of the wider community. This led teachers in schools to imaginatively develop pupil skills, knowledge and understanding and informed attitudes in Holocaust history which potentially has a resonance in the wider citizenship area.

‘We saw inhumanity close up’. What is gained by school students from Scotland visiting Auschwitz?

As the education for citizenship agenda continues to impact on schools in the UK and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government introducing its Lessons From Auschwitz (LFA) project for students and teachers in Scotland, this article focuses on the Scottish context and investigates the school processes by which students are chosen to participate in the LFA project, the impact the LFA project has on student personal growth, and the range of follow‐up activities in their schools and communities. The methodology employed online questionnaires and face‐to‐face interviews which were designed to ascertain student perceptions of the LFA project and the impact that this project had on student participants, their schools, and their communities. Findings demonstrate that the student cohort were highly academic students who took their responsibilities on return to their schools very seriously and organized a wide range of events, both in their schools and in their communities. There was clear evidence that the LFA project had led to extra teaching and awareness of the Holocaust, racism, and human rights; and that students’ citizenship values had been enhanced.

It Reminded Me of What Really Matters: Teacher Responses to the Lessons from Auschwitz Project.

Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people’s knowledge and understanding of the Holocaust and racism. The Project comprises four components: an orientation session, the visit to the Museum, a follow-up session and a Next Steps initiative. The final component involves students designing and implementing projects in their school and community aimed at disseminating what they have learned. Previous published research has focused on the impact of the Lessons from Auschwitz Project on student participants. This research (funded by the Pears Foundation and the Holocaust Education Trust) investigates the impact the Lessons from Auschwitz Project has on teacher participants. The methodology was an online questionnaire, which was completed by 42 Scottish teachers who participated in the Lessons from Auschwitz Project in 2007. Findings indicate that the Lessons from Auschwitz Project influenced teachers at a personal and professional level and that this applied to teachers who considered their knowledge of the Holocaust and genocides to be substantial. In addition, teachers considered that the Project impacted their schools in a range of ways.

The influence of friends and family vs The Simpsons: Scottish adolescents’ media choices

Increased emphasis on celebrity, and the growing cultural importance of the Internet, help drive continuing anxiety about the influence of the media on the young. Though recent empirical studies of celebrity and media influence on adolescents have produced mixed findings, there has been a tendency by researchers to test for celebrity and media influence on samples in a manner which precludes juxtaposing these influences with those produced by family, peer group, school, or within other ‘local’ contexts. The media themselves continue to raise alarm about the impact of the Internet. An exploratory investigation was made of Scottish adolescents’ media choices, using a widespread questionnaire‐based survey of 427 secondary year‐two pupils (13‐ to 14‐year‐olds) in 2002. This was a ‘scoping’ study which will lead to further qualitative research, but it did produce evidence that parental and school influences remain strong. The influence of media personalities is visible in the responses but is comparatively weak. There is no evidence in the choices reported by the informants, in any of the media considered, of the salience of violence or sexuality. Much more common is interest in humour, in human relationships and personal drama, in sport and in science fantasy. The study notes in passing evidence of local cultural strengths and also considerable diversity, along with American and other global influences.

Reconceptualising the Holocaust and Holocaust education in countries that escaped Nazi occupation: a Scottish perspective

Prior to the establishment of a national Holocaust Memorial Day in 2001, the Holocaust was not part of Scotland’s historical narrative and its teaching was marginal in Scotland. This article examines Scotland’s connections with the Holocaust and reflects on the impact that the history of the Holocaust has had on Scotland. Investigating Holocaust education from the perspective of a country that has no obvious connections with the Holocaust can perhaps assist other countries with similar connections, and can lead to consideration of ways in which their social and historical contexts can contribute to a meaningful integration of the Holocaust into their educational programmes. The article discusses how Holocaust education has been integrated into schools and community programmes in Scotland. It also considers what contemporary policies, practices and priorities align well with a potential deeper integration of Holocaust education.

There’s No ‘J’ in (the) Holocaust: Perceptions and Practice of Holocaust Education

The distinctive treatment of the Jews by the Nazis is a fundamental feature of the Holocaust, and adopting an understanding of the Holocaust which does not specify this marginalises the Jewish experience in the Holocaust. Referred to as ‘de-Judaisation’ of the Holocaust, this marginalisation is important to teachers’ pedagogy and classroom practice. This paper investigates whether such marginalisation exists in the primary teaching context. Findings provide insight into why some student teachers reject the understanding that reflects the specific targeting of the Jews in the Holocaust and prefer a more general one. Additional findings from primary teachers that The Boy in the Striped Pyjamas is commonly used as a resource to teach the Holocaust suggests the existence of different levels of de-Judaisation in today’s classrooms.

Holocaust Education in Scotland: Taking the Lead or Falling Behind?

In contrast to the situation in England and Wales, Holocaust education in Scotland is not mandatory and is not delivered to every school student. Still, it is offered frequently. This chapter describes how Scotland’s curriculum, the introduction of Holocaust Memorial Day, and the Lessons from Auschwitz Project have contributed to the growth of Holocaust education in Scotland over the last decade. It discusses the significance of each of these three factors, the impact of Holocaust education, and the interrelated nature of their practice with relevant references to the English equivalent. It then examines the role of Holocaust education at both the primary and secondary level, considers the challenges for Holocaust education in Scotland, and concludes that although large numbers of students in Scotland are currently engaging with Holocaust education, these three factors continue to play a vital role in its success.