Integration of the Shoah into the Teaching of Literature at the First Level of Primary Schools: Presentation of the Research Investigation

Journal of Elementary Education, Vol 34, No 2 (2024)

Integration of the Shoah into the Teaching of Literature at the First Level of Primary Schools: Presentation of the Research Investigation

Milan Mašát

Abstract

In this paper, we present a quantitative research study, the main goal of which is to select, verify and publish a monothematic collection of Shoah-themed texts for primary school students and to provide them with a methodological guide in which teachers can find possible ways of working with selected passages in teaching. A partial goal is to show that texts about the Shoah can be used in teaching at the 1st grade of elementary school, if they are selected and suitable methods are chosen. The respondents of the questionnaire survey are pupils of the 1st grade elementary schools in the Olomouc region. According to the data available in the Annual Report on the State and Development of the Education System in the Olomouc Region, there were a total of 30,144 pupils in the first cycle in the Olomouc Region in the 2021/2022 school year. We are convinced that the resulting specifically focused collection can not only raise awareness of the various possibilities of implementing the Shoah topic into teaching at the 1st grade of elementary schools, but at the same time, to a certain extent, can eliminate the anxiety or concerns of relevant educators about the inclusion of mostly abstract events of the Shoah into educational practice. We hope that a practically proven monothematic set of texts can increase the ability of citizens of democratic societies to recognize the seeds of various forms of intolerant behavior and actions, and thus prevent them to some extent.

References

Acedo, C. (2010). Lessons from the Shoah for history, memory, and human rights. Prospects, 40(1–3), online. https://doi.org/10.1007/s11125-010-9149-3. Akingbade Waidi, A. (2016). Employment of Questionnaire as Tool for Effective Business Research Outcome: Problems and Challenges. Global Economic Observer, 4(1), 136–144. Arundel, A. (2023). Questionnaire testing. How to Design. In Arundel, A. (Ed.), Implement, and Analyze a Survey (pp. 56–77). Lypiatts: Edward Elgar Publishing Limited. https://doi.org/10.4337/9781800376175.00008. Assmann, A. (2010). The Holocaust — a Global Memory? Extensions and Limits of a New Memory Community. In Assmann, A., & Conrad, S. (Eds.), Memory in a Global Age (pp. 91–117). London: Palgrave Macmillan. https://doi.org/10.1057/9780230283367_6. De Kesel, M. (2016). The Documentary Real and the Shoah. Foundations of Science, 23(2018), 245–254, https://doi.org/10.1007/s10699-016-9518-3. Dwork, D., & Van Pelt, R. (2013). Holocaust: A History. London: W. W. Norton & Company. Hommet, S. (2019). Holocaust, Emotion and Modes of thought of High School Students. McGill Journal of Education, 54(3), 421–442, https://doi.org/10.7202/1069763. Jackson, I. (2020). From ‘The Fading’ to ‘Scream with Me Never Again!´: Shoah and Jewish identity in Israeli and US metal. Metal Music Studies, 6(3), 299–318. https://doi.org/10.1386/mms_00020_1. Katriak, M. (1975). Methods and Techniques of Sociological Research. Bratislava: Veda.Klíma, I. (1998). About the Boy who Didn´t Become a Number. Prague: Jewish Museum.Mašát, M. (2019a). On the Implementation of the Shoah Theme in the Teaching of Literary Education from the Perspective of Teachers. Paidagogos, 1(3), 35–61. http://www.paidagogos.net/issues/2019/1/article.php?id=3. Mašát, M. (2019b). Shoah-Themed Diaries in the Context of Literary Education. Language – Literature – Communication, 2019(1), 26–40. http://jlk.upol.cz/index.php/cislo-1-2018. Mašát, M. (2019c). The theme of the Shoah in the Context of Institutional Education: Teachers, Pupils and Texts. Journal of Pedagogical Research, 3(3), 166–172, https://doi.org/10.33902/jpr.v3i3.80. Mašát, M., & Šmakalová, K. (2020). Reception of Selected Texts with the Theme of Shoah by Students of the Lower Secondary School. In Petkova Vasileva, T., & Stefanov, V. (Eds.), 5th International e-Conference on Studies in Humanities and Social Sciences (pp. 69–82). Bucuresti: Center for Open Access in Science. https://doi.org/10.32591/coas.e-conf.05.06069m. Mašát, M., & Šmakalová, K. (2019). The Reception of Selected Texts with the Theme of Shoah among Pupils of the 6th–9th Year in the Primary Schools. Universal Journal of Educational Research, 7(6), 1341–1346. https://doi.org/10.13189/ujer.2019.070601. Mašát, M., Sladová, J., Šmakalová, K., & Bínová, A. (2020). The Presentation of Shoah Events to Students at Various Educational Levels: A Review. World Journal of Education, 10(3), 1–18. https://doi.org/10.5430/wje.v10n3p1. Morais, J., & de Souza Neto, M. G. (2022). Teoria da História e História da Historiografia: Exercícios de Pesquisa. São Paulo: Pimenta Cultural. Patt, A. J. (2017). On ‘Holocaustia’ and the Place of the Shoah in Contemporary Jewish Life. Contemporary Jewry, 37(2017), 187–191. https://doi.org/10.1007/s12397-017-9214-9. Perelberg, R. J. (2022). The Murder of the Dead Father: The Shoah and Contemporary Antisemitism. The International Journal of Psychoanalysis, 103(5), 851–871. https://doi.org/10.1080/00207578.2022.2094797. Pincemin, B. et al. (2016). Génétique mémorielle. Shoah, mémoire et ADT. In Mayaffre, D. et al. (Eds.), JADT 2016 (pp. 495–506). Nice: JADT. Piterenko, K. (2013). Business and Impact Alignment of Questionnaire. Gjøvik: Gjøvik University College. Rodman, D. (2019). Antisemitism Today and Tomorrow: Global Perspectives on the Many Faces of Contemporary Antisemitism: Edited by Mikael Shainkman, Brighton, MA, Academic Studies Press, 2019, Xxv+246 Pp., $109 (Hardback), ISBN 978-1-61811-744-1. Israel Affairs, 25(5), 948–950, https://doi.org/10.1080/13537121.2019.1645934. Tiburzi, A. (2023). The Use of Photographs in the Teaching of the Shoah. In Villa, D., & Zuccoli, F. (Eds.), Proceedings of the 3rd International and Interdisciplinary Conference on Image and Imagination (pp. 83–89). Cham: Springer. https://doi.org/10.1007/978-3-031-25906-7_10. Von Braun, C. (2021). La Shoah, un traumatisme collectif. Et la possibilité d’une ´croissance post-traumatique´. Revue française de psychanalyse, 85(5), 1389–1395. https://doi.org/10.3917/RFP.855.1389.

Full Text: PDF

Refbacks

There are currently no refbacks.