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Paula Cowan and Henry Maitles have written an excellent book. The authors declare that "the central aim of this book, as its title suggests is to support teachers and educators in their teaching of the Holocaust in schools". They have more than succeeded. There is a good discussion of centrally important issues about how the Holocaust is characterised and valuable elaborations of how it may be included in the work of schools and in other contexts. The issues are extremely sensitive and there will be continuing controversies.
This is an important and useful book. It introduces the sometimes difficult issue of how to introduce the significance of the Holocaust and of antisemitism to children and young people. The authors are experts in the field, and write from a background of teaching in schools and to student teachers, with authority and clarity.
Cowan and Maitles have successfully shed light on a number of important topics, including controversial issues, in Holocaust education today.
"I was intrigued to see how something as seismic and complex as the Holocaust can be structured into a topic for school children. The book begins by justifying schoolbased Holocaust Education, and then looks at what young people can learn about and from the Holocaust to increase their understanding of contemporary citizenship....One chapter I found particularly fascinating was ‘Pedagogy’ which looks at how to deal with the many controversial issues surrounding the Holocaust....All in all a fascinating read."- Jo Briggs
This book is a must have for all educators in the teaching area of Social Sciences, in particular History and Religious and Moral Education. It is a well written book that is organised in a straight forward way, useful for the teacher to pick up and refer to easily.
This book should be read by anyone involved or interested in Holocaust education. The two authors have researched into and written about Holocaust education for over two decades. They are explicit that this is not “a practical guide” (142), mercifully refraining from easy quick answers based on “this worked for me” arguments; instead they set out “to broaden and develop teachers’ and educators’ understanding of the key issues in Holocaust Education” (192).