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

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

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.
Original languageEnglish
Title of host publicationAs the Witnesses Fall Silent
Subtitle of host publication21st Century Holocaust Education in Curriculum, Policy and Practice
EditorsZehavit Gross, Doyle E. Stevick
PublisherSpringer International Publishing AG
Pages439-452
Number of pages14
ISBN (Print)978-3-319-15419-0
DOIs
Publication statusPublished - 2015

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Holocaust
education
memorial
student
curriculum
school

Keywords

  • Holocaust education
  • citizenship
  • Curriculum
  • Scotland

Cite this

Cowan, P., & Maitles, H. (2015). Holocaust Education in Scotland: Taking the Lead or Falling Behind? In Z. Gross, & D. E. Stevick (Eds.), As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice (pp. 439-452). Springer International Publishing AG. https://doi.org/10.1007/978-3-319-15419-0_25
Cowan, Paula ; Maitles, Henry. / Holocaust Education in Scotland : Taking the Lead or Falling Behind?. As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. editor / Zehavit Gross ; Doyle E. Stevick. Springer International Publishing AG, 2015. pp. 439-452
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Cowan, P & Maitles, H 2015, Holocaust Education in Scotland: Taking the Lead or Falling Behind? in Z Gross & DE Stevick (eds), As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Springer International Publishing AG, pp. 439-452. https://doi.org/10.1007/978-3-319-15419-0_25

Holocaust Education in Scotland : Taking the Lead or Falling Behind? / Cowan, Paula; Maitles, Henry.

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. ed. / Zehavit Gross; Doyle E. Stevick. Springer International Publishing AG, 2015. p. 439-452.

Research output: Chapter in Book/Report/Conference proceedingChapter

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AB - 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.

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Cowan P, Maitles H. Holocaust Education in Scotland: Taking the Lead or Falling Behind? In Gross Z, Stevick DE, editors, As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Springer International Publishing AG. 2015. p. 439-452 https://doi.org/10.1007/978-3-319-15419-0_25