Transcending Moral and Emotional Engagement: The Use of Holocaust Heritage in Primary Education

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Abstract

This chapter reflects on the tension between aims of stimulating knowledge, remembrance and moral development that are often ascribed to Holocaust education, through an analysis of the educational resources for primary education of the Westerbork Memorial Centre and the Junior Resistance Museum in the Netherlands. Using an analytical framework on the effects of different narrative and display strategies, De Bruijn identifies the various ways in which these resources foster emotional and moral engagement, and how that impacts the opportunities for acquainting pupils with multiple perspectives. He argues that it would be useful to encourage pupils to study processes of cultural memory in order for Holocaust education to contribute both to a stronger knowledge of this history and to skills of democratic citizenship.
Original languageEnglish
Title of host publicationHolocaust Education in Primary Schools in the Twenty-First Century
Subtitle of host publicationCurrent Practices, Potentials and Ways Forward
EditorsClaus-Christian W. Szejnmann, Paula Cowan, James Griffiths
Place of PublicationLondon
PublisherPalgrave Macmillan Ltd.
Pages129-144
Number of pages15
ISBN (Electronic)9783319730998
ISBN (Print)9783319730981
DOIs
Publication statusPublished - 2018

Publication series

SeriesThe Holocaust and its Contexts

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Keywords

  • Holocaust education
  • democratic citizenship
  • multiperspectivity
  • moral values
  • emotional engagement
  • heritage learning

Cite this

de Bruijn, P. A. C. (2018). Transcending Moral and Emotional Engagement: The Use of Holocaust Heritage in Primary Education. In C-C. W. Szejnmann, P. Cowan, & J. Griffiths (Eds.), Holocaust Education in Primary Schools in the Twenty-First Century: Current Practices, Potentials and Ways Forward (pp. 129-144). Palgrave Macmillan Ltd.. The Holocaust and its Contexts https://doi.org/10.1007/978-3-319-73099-8