Bibliography
- Bischof, Günter. Austria in the First Cold War, 1945-55: The Leverage of the Weak. London: Macmillan Press, 1999.
- Brachmann, Ines, Yariv Lapid, and Wolfgang Schmutz, eds. The Challenges of Interaction: Developing Education at Memorial Sites. Bregenz: erinnern.at, 2014. Accessed December 15, 2023. http://www.edums.eu/images/publication/publication_edums_mauthausen.PDF.
- Conway, Robin. “What They Think They Know: The Impact of Pupils’ Preconceptions on Their Understanding of Historical Significance.” Teaching History 125 (2006): 10–15.
- Donovan, M. Suzanne, and John D. Bransford. “Introduction.” In How Students Learn: History in the Classroom, edited by M. Suzanne Donovan, and John D. Bransford, 1–27. Washington, DC: National Academies Press, 2005.
- Eckmann, Monique, and Doyle Stevick. “General Introduction.” In Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders, edited by Monique Eckmann, Doyle Stevick, and Jolanta Ambrosewicz-Jakobs, 17–32. Berlin: Metropol, 2017.
- Erinnern.at. “Developing Education at Memorial Sites.” Accessed December 15, 2023. http://www.edums.eu/index.php?lang=en.
- Fielding, Michael, Sara Bragg, John Craig, Ian Cunningham, Michael Eraut, Sarah Gillinson, Matthew Horne, Carol Robinson, and Jo Thorp. Factors Influencing the Transfer of Good Practice. Brighton: University of Sussex & Demos, 2005. Research Report No 615. Accessed December 21, 2023. https://dera.ioe.ac.uk/id/eprint/21001/1/RR615.pdf.
- Fishman, Aleisa, Klaus Müller, and Wolfgang Schmutz, United States Holocaust Memorial Museum. “Working with the Exhibition Some Were Neighbors: USHMM and German Partners Co-Create New Holocaust Educational Models.” Gedenkstättenrundbrief 211 (2023): 14–26. Accessed January 8, 2024. https://www.gedenkstaettenforum.de/fileadmin/user_upload/Aktivitaeten/Rundbrief/Rundbriefe_PDF/einzelne_Artikel/211/GedRund_211-4_english.pdf.
- Foster, Stuart, Alice Pettigrew, Andy Pearce, Rebecca Hale, Adrian Burgess, Paul Salmons, and Ruth-Anne Lenga. What Do Students Know and Understand about the Holocaust?: Evidence from English Secondary Schools. London: UCL Institute of Education, 2016. Accessed December 21, 2023. https://holocausteducation.org.uk/research/what-do-students-know-and-understand-about-the/.
- FRA (Fundamental Rights Agency of the European Union). Discover the Past for the Future: The Role of Historical Sites and Museums in Holocaust Education and Human Rights Education in the EU. Accessed December 21, 2023. https://fra.europa.eu/pt/publication/2010/discover-past-future-role-historical-sites-and-museums-holocaust-education-and.
- Friedlander, Saul, ed. Probing the Limits of Representation. Nazism and the ‘Final Solution’. Cambridge, MA: Harvard University Press, 1992.
- Grever, Maria. “Teaching the War: Reflections on Popular Uses of Difficult Heritage.” In Teaching and Learning Difficult Histories in International Contexts: A Critical Sociocultural Approach, edited by Terrie Epstein, and Carla L. Peck, 30–44. New York: Routledge, 2018.
- Grever, Maria, and Robbert-Jan Adriaansen. “Historical Consciousness: The Enigma of Different Paradigms.” Journal of Curriculum Studies 51, no. 6 (2019): 814–830.
- IHRA (International Holocaust Remembrance Alliance). Recommendations for Teaching and Learning about the Holocaust. Accessed December 21, 2023. https://www.holocaustremembrance.com/resources/educational-materials/ihra-recommendations-teaching-and-learning-about-holocaust.
- Isić, Sabrina. Claims Conference Participatory-Learning Symposium 2021–2023: Consulting Report, Bochum: 2023. Unpublished.
- KZ-Gedenkstätte Flossenbürg, and Max Mannheimer Studienzentrum Dachau, eds. Geschichte im Dialog: Eine partizipative Fortbildung an NS-Gedenkstätten. Flossenbürg, Dachau: KZ-Gedenkstätte Flossenbürg, Max Mannheimer Studienzentrum Dachau, 2020. Accessed January 8, 2024. https://www.academia.edu/77765006/Geschichte_im_Dialog_Eine_partizipative_Fortbildung_an_NS_Gedenkst%C3%A4tten_KZ_Gedenkst%C3%A4tte_Flossenb%C3%BCrg_Max_Mannheimer_Studienzentrum_Dachau_.
- Lapid, Yariv. “Strassler Presentation.” Accessed December 15, 2023. http://www.edums.eu/images/documents/strassler_presentation.pdf.
- Lapid, Yariv, Christian Angerer, and Maria Ecker. “Was hat es mit mir zu tun?: Das Vermittlungskonzept an der KZ-Gedenkstätte Mauthausen.” Gedenkstättenrundbrief 162 (2011): 40–45. Accessed January 8, 2024. https://www.gedenkstaettenforum.de/aktivitaeten/gedenkstaettenrundbrief/detail/was-hat-es-mit-mir-zu-tun.
- Papendick, Michael, Jonas Rees, Maren Scholz, and Andreas Zick. MEMO Germany: MEMO Multidimensional Remembrance Monitor, Study V. Berlin: Institut für interdisziplinäre Konflikt- und Gewaltforschung (IKG), Universität Bielefeld, 2022. Accessed January 8, 2023. https://www.stiftung-evz.de/en/what-we-support/fields-of-activity-and-cluster/education-for-living-memory/memo-study/.
- Pearce, Andy. “Challenges, Issues and Controversies: The Shapes of ‘Holocaust Education’ in the Early Twenty-First Century.” In Holocaust Education. Contemporary Challenges and Controversies, edited by Stuart Foster, Andy Pearce, and Alice Pettigrew, 1–27. London: UCL Press, 2020. https://www.jstor.org/stable/j.ctv15d7zpf.7.
- Pelinka, Anton. “Von der Funktionalität von Tabus. Zu den ‘Lebenslügen’ der Zweiten Republik.” In (Hg.). Inventur 45/55. Österreich im ersten Jahrzehnt der Zweiten Republik: edited by Wolfgang Kos, and Georg Rigele, 23–32. Wien: Sonderzahl, 1996.
- Pendry, Anna, Jackie Atha, Sarah Carden, Lucy Courtenay, Cathie Keogh, and Katrina Ruston. “Pupil Preconceptions in History.” Teaching History 86 (1997): 18–20.
- Popa, Nathalie. “Operationalizing Historical Consciousness: A Review and Synthesis of the Literature on Meaning Making in Historical Learning.” Review of Educational Research 92, no. 2 (2022): 171–208.
- Riley, Michael. “Into the Key Stage 3 History Garden: Choosing and Planting Your Enquiry Questions.” Teaching History 99 (2008): 8–13.
- Salmons, Paul. “Beyond ‘Moral Lessons’: What Does It Mean to Learn about the Holocaust?” Accessed December 15, 2023. https://paulsalmons.associates/blog/what-does-it-mean-to-learn-about-the-holocaust.
- Salmons, Paul. “Pedagogic Approaches to Holocaust Education. 3. Paul Salmons.” Filmed for the Yad Vashem and UCL Centre for Holocaust Education MOOC “Teaching the Holocaust: Innovative Approaches to the Challenges We Face,” video, 6:01. https://www.youtube.com/watch?v=x7H0OR___mY.
- Salmons, Paul. “Universal Meaning or Historical Understanding? The Holocaust in History and History in the Curriculum.” Teaching History 141 (2010): 57–63.
- Seixas, Peter. “A Model of Historical Thinking.” Educational Philosophy and Theory 49, no. 6 (2017): 593–605.
- Sharp, John, and Barbara Murphy. “The Mystery of Learning.” In Education Studies: An Issue-Based Approach, edited by Will Curtis, Stephan Ward, John Sharp, and Les Hankin, 12–24. London: Sage, 2014.
- Torney-Purta, Judtih. “Schema Theory and Cognitive Psychology: Implications for Social Studies.” Theory and Research in Social Education 19, no. 2 (1991): 189–210.
- Uhl, Heidemarie. “Das ‘erste Opfer’: Der österreichische Opfermythos und seine Transformationen in der Zweiten Republik.” Österreichische Zeitschrift für Politikwissenschaft 30, no. 1 (2001): 93–108.
- Uhl, Heidemarie. “From Victim Myth to Co-Responsibility Thesis: Nazi-Rule, World War II, and the Holocaust in Austrian Memory.” In The Politics of Memory in Postwar Europe, edited by Richard Ned Lebow, Wulf Kansteiner, and Claudio Fogu, 40–72. Durham: Duke University Press, 2006.
- USHMM (United States Holocaust Memorial Museum). “Einige waren Nachbarn: Täterschaft, Mitläufertum und Widerstand.” project website. Accessed Dec 22, 2023. https://www.ushmm.org/de/einige-waren-nachbarn-taeterschaft-mitlaeufertum-und-widerstand.
- Utgaard, Peter. Remembering and Forgetting Nazism: Education, National Identity, and the Victim Myth in Postwar Austria. New York: Berghahn Books, 2003.
- Vygotsky, Lev Semyonovich. Mind in Society: Development of Higher Psychological Processes. 2nd ed.. Edited by Michael Cole, Vera Jolm-Steiner, Sylvia Scribner, and Ellen Souberman. Cambridge, MA: Harvard University Press, 1979.
- Wagoner, Brady. “Bartlett’s Concept of Schema in Reconstruction.” Theory & Psychology 23, no. 5 (2013): 553–575.
- Wagoner, Brady. “Frederic Bartlett.” In Routledge Handbook of Philosophy of Memory, edited by Sven Bernecker and Kourken Michaelian, 537–545. London: Routledge, 2012.
- Wertsch, James V. “Collective Memory and Narrative Templates.” Social Research 75, no. 1 (2008): 133–156.
- Wertsch, James V. “The Narrative Organization of Collective Memory.” Ethos (Berkeley, Calif ) 36, no. 1 (2008): 120–135.
- White, Hayden. Metahistory: The Historical Imagination in Nineteenth-Century Europe. Fortieth Anniversary ed. Baltimore: John Hopkins University Press, 2014.