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Michalinos Zembylas, Loizos Loukaidis & Petroula Antoniou. (2020) Teachers’ pedagogical perspectives of the Holocaust in a conflict-affected society: the appropriation of Holocaust Education in Greek-Cypriot secondary schools. Holocaust Studies 26:3, pages 329-353.
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Magdalena H. Gross. (2013) To teach the Holocaust in Poland: understanding teachers’ motivations to engage the painful past. Intercultural Education 24:1-02, pages 103-120.
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James Garrett. (2011) The Routing and Re-Routing of Difficult Knowledge: Social Studies Teachers Encounter When the Levees Broke
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Thomas Misco. (2010) Moving Beyond Fidelity Expectations: Rethinking Curriculum Reform for Controversial Topics in Post-Communist Settings. Theory & Research in Social Education 38:2, pages 182-216.
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Thomas Misco. (2008) “We did also save people”: A Study of Holocaust Education in Romania After Decades of Historical Silence. Theory & Research in Social Education 36:2, pages 61-94.
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Articles from other publishers (5)
Emilio José Delgado-Algarra. 2020. ICTs and Innovation for Didactics of Social Sciences. ICTs and Innovation for Didactics of Social Sciences
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Sabrina Moisan, Sivane Hirsch & Geneviève Audet. (2016) Holocaust Education in Quebec: Teachers’ Positioning and Practices. McGill Journal of Education 50:2-3, pages 247-268.
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Thomas Misco. 2015. As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice
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Michael GrayMichael Gray. 2014. Contemporary Debates in Holocaust Education. Contemporary Debates in Holocaust Education
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Thomas Misco. (2011) ‘Most learn almost nothing’: building democratic citizenship by engaging controversial history through inquiry in post-communist Europe. Education, Citizenship and Social Justice 6:1, pages 87-104.
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