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

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review


    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.
    Number of pages15
    ISBN (Electronic)9783319730998
    ISBN (Print)9783319730981
    Publication statusPublished - 2018

    Publication series

    SeriesThe Holocaust and its Contexts


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


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