Citations (7)
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Roy Weintraub. (2023) Holocaust education in the post-secular era: Religious-Zionist lessons from the Holocaust. Journal of Curriculum Studies 55:6, pages 720-733.
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Daniel Adamson. (2023) From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?. Holocaust Studies 29:2, pages 197-222.
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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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Bjorn Wansink, Sanne Akkerman, Itzél Zuiker & Theo Wubbels. (2018) Where Does Teaching Multiperspectivity in History Education Begin and End? An Analysis of the Uses of Temporality. Theory & Research in Social Education 46:4, pages 495-527.
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Articles from other publishers (3)
Dina Vasiljuk, Alexandra Budke, Veit Maier & Uwe Krause. (2022) Student Teachers’ Knowledge of Multiperspectivity and Its Implementation in Geography Lesson Plans: Results from an Exploratory Qualitative Study with German and Dutch Student Teachers. Education Sciences 12:12, pages 861.
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Lale Yildirim. (2018) (Un-)Ehrliche Geschichte?. Zeitschrift für Geschichtsdidaktik 17:1, pages 57-71.
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Michalinos Zembylas. (2018) Holocaust Laughter and Edgar Hilsenrath’s The Nazi and the Barber: Towards a Critical Pedagogy of Laughter and Humor in Holocaust Education. Studies in Philosophy and Education 37:3, pages 301-313.
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