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The author demonstrates that war places children's play under acute stress but does not eliminate it. He argues that the persistence of children's play and games during periods of armed conflict reflects the significance of play as a key mode for children to cope with conditions of war. Episodes of children's play drawn from the recent Syrian Civil War illustrate the precariousness and importance of children's play and games during contemporary armed conflict and focus attention on children's play as a disregarded casualty of war. The article compares the state of underground children's play in contemporary Syria with the record of clandestine games played by children in the Holocaust to substantiate its claim that children adapt their play to concretize and comprehend traumatic wartime experience. The article posits that play is both a target of war and a means of therapeutically contending with mass violence.

The paper aims to introduce opportunities for the presentation of the theme of Shoah within institutional education. In the article we deal in detail with the inclusion of a defined phenomenon in the teaching of literary education. The artistic narratives are a suitable standard for familiarizing pupils with the given subject, both in a factual and fantasy, imaginary plane. The paper also deals in more detail with the personality of a teacher of literary education as a primary subject in the interaction between pupils, the text and his subject. The study has a marginal impact on the (not) existence of teacher-oriented research focusing on their views on the implementation of the Shoah theme in school education.

The recent rise of anti-Semitic acts and general lack of Holocaust knowledge highlights the need to integrate Holocaust education across disciplines. An undergraduate criminology class at Queensborough Community College (QCC-CUNY) was aligned with an on-campus Holocaust center exhibit, 'Conspiracy of Goodness', focused on rescuing behaviors of the village of Le Chambon during the Holocaust. Prior to the class, students had only a rudimentary understanding of the Holocaust. During the semester students engaged with the exhibit, attended events, and completed a paper comparing and contrasting the behaviors of Le Chambon with those of Jedwabne, Poland by critically applying criminological theory. Upon course completion, students showed an increased mastery of Holocaust information and were able to critically connect historical events, criminological theories, and current events evidenced, suggesting the benefit of aligning Holocaust and criminal justice studies.

The massification of higher education has been an important development across education systems in Europe over the second half of the 20th century. Nurtured by political, economic and social goals, including the improvement of social justice in education and beyond, massification has been associated with inclusion as a goal of higher education systems. Generally, it has been construed as the realisation of a democratic project. This article reports on a study that examined the extent to which higher education systems effectively have moved towards a better inclusion of the various social groups composing national populations. Based on a quantitative analysis using data from the European Social Survey, this article presents an assessment of the level of inequalities in access to higher education degrees by employing indicators that are traditionally used by countries participating in the survey (gender, socio-economic background) and indicators that are not as widely shared (ethnic belonging, religion) in order to offer an original and comprehensive analysis of the extent to which national social diversities are represented in higher education. A comparison of three generations (born 1930-1949, 1950-1964 and 1965-1979) shows a development of decreasing inequality between the first two generations, but a slowing or interruption of this development in the 1980s. Also, the effect of social belongings on educational trajectories became more complex. The importance of ethnic belonging increased, underscoring the importance to consider ethnicity in addition to socio-economic dimensions in sociological research. The study outcomes highlight differences in individual country trajectories in relation to the geopolitical reconfiguration of political territories.

The following study presents an example of Holocaust education for the 21st century by evaluating the "Wannsee-conference" 80 years ago (January 20, 1942) from a religious psychological perspective of 2022. After a general survey concerning Holocaust education in Germany, it focuses on emotional regulation as a coping strategy with emotionally loaded situations, demonstrated by the conference participants but also by the trials 1946 in Nuremberg, and 1961 in Jerusalem (Eichmann). The main purpose of the study is how students 80 years later can draw benefit from evaluating the documents from a religious (psychological) perspective. The educational focus, therefore, is on reconstructing and deconstructing such strategies to develop intrapersonal, interpersonal, intra- and inter-cultural emotional competencies.

Some historians still hold back from assigning literature out of concern for historical accuracy, but using fiction and popular culture is no longer unusual and, if anything, using novels may be seen as outdated in some circles. The author suggests that one way to reinvigorate the use of the novel when teaching history is to center a class on only one author, which requires a writer who matches a period or theme extremely well and who covered a wide range of topics during their career. This article reflects on the experiences from teaching an upper-level college course on European history in the early twentieth century using the works of George Orwell, to draw lessons and offer other faculty ideas when considering similar approaches. The first section delves into the idea of using literature to teach history generally, possible variations of this approach, and why Orwell was chosen for the course. The next portion discusses the main themes and readings used in the class to explain the course more thoroughly and illustrate some advantages of using one author. The final section considers student responses over the years and reflects on the approach and its value. Overall, the author has found the course to be a great success that can be adjusted to fit different level classes depending on a faculty member's needs.

In this article, the author details an undergraduate senior seminar titled "History and Literature," for which the main project was a close reading of a big book: Victor Hugo's Les Misérables (1862). Despite reservations about the style of the material, the "great books" approach to teaching, and the challenge of compelling students to undertake the project of reading a big book, the seminar occurred in spring semester 2017. This article provides background and context on Victor Hugo and "Les Misérables," and the author discusses the outcomes of the seminar.

Given Peenemünde's ambivalent military and technological history, from rocket development during the Nazi period to East German naval and air bases during the Cold War, its musealization was considered both a chance and challenge during the region's deindustrialization in the 1990s. Local residents' support of veteran engineers promoting an apologetic view of Nazi rocketry was met with bewilderment. However, a space park project and anniversary event were spearheaded by government and industry representatives, turning a regional affair into an international controversy. The article analyzes the function of memory work and the remembrance of technological progress in rural northeastern Germany before and after German reunification. Based on archival sources and interviews with former officers and museum advocates, it traces the Peenemünde museum project through a history of ideological and biographical caesurae, enthusiasm, political promises, and socioeconomic despair.

Over the past decade, scholars from a variety of epistemological and theoretical backgrounds have begun to engage more deeply with history as a form of difficult knowledge. It is difficult to comprehend and can be traumatic for different groups for different reasons. History as a school subject has largely been used as a tool of hegemony by presenting nationalistic dominant narratives that can marginalise and oppress students from minoritized populations. This academic work has been primarily theoretical, but small case studies of empirical analysis of how teachers and students engage with history as difficult knowledge have emerged to inform practice. This article draws from this body of work -- grounded in theories of memory and identity, critical socio-cultural approaches, and psychoanalytic and trauma-informed analysis -- to explore key considerations for informing teaching and learning difficult histories. These include the relationship between teacher moral commitments and engagement with or resistance to difficult histories; the role of emotion and unsettling nature of difficult knowledge, and making assumptions about what representations of historic social trauma are or are not traumatising for young people. These considerations have implications for teaching and teacher education.

A comparative analysis of Irish history at school in the two parts of Ireland from 1921 to the 1990s is proposed here through an examination of history curricula and textbooks. The main focus is on the 1980s and 1990s, which were pivotal decades, usually described as having brought about a gradual convergence between the Republic of Ireland and Northern Ireland in terms of the treatment of Irish history within a wider context and related conceptions of Irish identity. The article argues that the new perspectives in fact reveal a dual trend, with elements of convergence but also enduring or even consolidated aspects of distinctiveness or divergence, in the treatment of both Irish history and European history: the more open, more transnational approaches of Irish history went hand in hand with a consolidation of state and regional identifications, as well as with a different view of the place of European history.

Research on the history of childhood faces fundamental challenges in tracing children's voices. Not yet skilled in forms of written self-documentation, children leave few documents behind. Other forms of expression (i.e. drawings) must thus be recognised as valuable historical sources and appropriate methods must be applied. These research challenges are aggravated in regard to persecuted children under the National Socialist regime. Few artefacts produced by children have been preserved, and in many cases nobody is left to tell the stories attached to them. The rare preserved artefacts thus paradoxically refer to the absence of children's voices in history. Referring to the epistemological concept of the trace and a material culture perspective, I address some of these remarkable exceptions to discuss their potential and limitations as historical sources to research children's lives. Two drawings by an 11-year-old girl from her lessons at the Private Jewish Elementary School in Düsseldorf serve as the starting point of a case study. Beginning with the materiality this study raises further questions about conditions of origin and preservation. Furthermore I discuss the researcher's role in identifying artefacts as sources and creating meaning. In this way, I contribute to the methodological discussion of how research on children's history can draw on artefacts like drawings produced by children.

Frustrated by the generic statements that her Year 12 students were making about sources, Jacqueline Vyrnwy-Pierce resolved to undertake a research project into how her students were approaching sources about the French Revolution. Fascinated by the research of American educational psychologist Sam Wineburg, Vyrnwy-Pierce decided to use Wineburg's methods to find out more about how her students were reading and analysing sources. By asking her students to write down how they would approach an imaginary source, and by comparing this with how they approached a real source about the French Revolution, Vyrnwy-Pierce discovered some fascinating differences between students' intentions and actions. Her research has led her to rethink the strategies she uses to support students' source analysis in the classroom.

Learning a new language after forced migration has hardly ever been studied from the perspective of children. Their viewpoint, however, gets even more important, if we want to understand the lifelong consequences of their early experiences. With this aim, we use autobiographical accounts of persons who were rescued from Nazi Germany and brought to Great Britain in 1938 by an operation known as Kindertransport. The Kindertransportees' memories of learning English are precious also with regard to the 21st century, where the share of minors in forced migration is steadily increasing, and where language teachers are struggling with the task of successfully teaching the newly arrived students. Our contribution aims to inform teacher education by building on the sociolinguistic concept of Voice, and exemplifying what a favourable context for language learning might look like in times of increasing forced migration.

This study investigates ideas about the messages of the Holocaust understood by middle school students in Jewish day schools. Findings explore the conceptualizations students have of the Holocaust as a particular Jewish experience, and in what ways they apply its lessons both particularly and universally. Students in two North American Jewish day schools participated in a fall 2017 Holocaust education unit. Most were able to connect to the particular history of the Holocaust and to engage with universal messages. Their responses suggest a need and opportunity to frame Holocaust education more explicitly in the context of democratic civic education.

Engaging historiography and interpreting secondary sources represent essential elements of historians' work that have been largely ignored in favor of primary source reading in high school history classrooms in the United States. To understand whether and how students apply their historical reasoning skills to secondary sources, we asked twenty-four high school sophomores to think aloud about a historiographic problem. Students were divided into three conditions receiving either the historiographical documents without scaffolding, the documents with explicit written framing, or the documents with explicit written framing and oral instruction. We found that all students sourced, corroborated, and contextualized, but students who received explicit framing with dialogic instruction were significantly more likely to engage in complex evidence evaluation than students in the other two conditions. The results suggest that fuller models of historians' disciplinary practices may be needed in history education.

The article aims to provide a historical overview of language planning and policy in Russia and to establish and analyse the overarching approaches in status, acquisition, and corpus planning. The provided examples and analysis of various stages reinforce the argument that the development of language policy and planning was consistent with the endeavours of political elites to centralise power and adjust the agency use of languages for their political ends. Our data showed that the State has played the key role in the development of the rhetoric either in order to frame language selection or to generate the perception of high or low prestige languages. We argue that the Russian language has always been central for ruling elites. They have supported the development of Russian throughout history while limiting the use and functioning of other national, regional, or minority languages through promoting bilingualism or other approaches generating mass loyalty. Recent changes which diminish the role of minority languages may lead to further deterioration of their status, acquisition, and corpus planning.

Based on a qualitative study of teachers, teacher educators and educational policy makers, this paper examines how political history is framed within national history curricula at primary level and practised within classrooms in Northern Ireland (NI) and the Republic of Ireland (ROI). Within the ROI, educational policy and practice appears underpinned by belief in children's capacities to engage with complex ideas, against a relatively benign view of political history and within a tradition of teaching political history at primary level. In NI, political history is perceived primarily as contested and, despite challenge from teachers, policy level concerns cite the complexity of political history as necessitating the postponement of issues until second-level. The paper highlights the commitment of curriculum policy makers and educators, north and south, to further progressive history education and argues for curriculum, teacher education and ongoing consideration of children's capacities to support these endeavours.

How can we bridge the emotional and cognitive study of Holocaust testimonies in Israel? Can empathy be used as a stepping stone to critical reflection? And how can teachers address the manipulative popular interpretation of these testimonies in Israel, which seemingly place them beyond critical reflection? We examine these questions through an undergraduate course at an Israeli college of education, using the methodology of collaborative self-study. The fostering of empathy was a key component of the course, with students encouraged to share their feelings, personal experiences, and impressions. At the same time, various pedagogical methods were used to elicit critical reflection, allowing us to explore preconceived notions held by the students concerning the preservation and expression of Holocaust memory. The students' close identification with Holocaust victims became in and of itself an effective tool for critical examination. The central foci of the study were the assumptions of Israeli Jewish students with regard to Holocaust memory, and the changes achieved in the course through critical reflection. We conclude with a discussion of future approaches to the teaching of Holocaust studies in Israel and elsewhere, in light of the experiences gained from this course. [Note: The publication year (2017) shown on the PDF is incorrect. The correct publication year is 2018.]

The paper reviews primary education in the Russian Empire at the end of the 19th century. It focuses on describing the successes and shortcomings of the public education system, as well as identifying the causes of its poor efficiency. As a summary, the authors concluded that the government of the Russian Empire consolidated major efforts to improve public education since the mid-19th century. At the same time, it is important to note that the government was not only committed to educating the population, but it also prioritized the role of parochial schools in the process, which paid much more attention to the spiritual and moral component. This is why significant numbers of parochial schools were opened across the Russian Empire, and the institutions enjoyed funding from the state treasury. On the other hand, schools in the system of the Ministry of Public Education, as well as zemstvo (zemstvo--an elective council responsible for the local administration of a provincial district in czarist Russia) and city schools financed by these communities, grew at a much less marked rate. In general, by the end of the 19th century, Russia achieved the encouraging progress in public education, and the transition to universal education was only a matter of time.

This article considers the public education system in the Caucasus region in the 1850s, i.e. at the time when unification and regulation of the educational process was taking place within educational institutions. Statutory documents describing the public education system in the Caucasus during the middle of the 19th century were used as study materials. For example, such statutory documents include the Provisions on the Caucasus Educational District and, educational institutions reporting to it. In addition, the authors used compilations of published documents as well as specialist literature. When resolving research tasks, the authors used both general scientific methods (analysis and synthesis, specialization, generalization) and conventional methods of historical analyses. The historical and situational method, which involves studying historic evidence in the context of the surveyed period in conjunction with the neighboring events and facts, is of extreme importance. In conclusion, the authors note that the Caucasus region in the 1850s underwent educational process unification and regulation. Time of chaotic operations at gymnasiums and secondary schools ended and the population of the region was increasingly understanding the benefits of education. As the result, Caucasian schools were becoming increasingly similar to their counterparts in the inland areas of the Russian Empire. Nevertheless, evolution of the public education system in the Caucasus was taking place in view of the ongoing Caucasian War in the region. That is why mosque schools enjoyed a practically autonomous status, for the Russian Administration tried not to provoke the local Muslim population. In addition, the Caucasus region didn't have any mixed schools. That was also a regional feature of this area.

The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a "bachelor's degree" which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.

The understanding of transformative education in this article is based on the principles and practice of global learning. Globalization is understood as a transformative process creating challenges for society, human beings and education. Global learning, framed within sustainability and justice, is understood as a way of handling the transformative challenges of a world society. It is embedded in processes of European history. In this way, it is possible to see global learning as world societal literacy that goes beyond reading and writing, and to understand it as another level of enlightenment. To do so, I refer to the social, philosophical and educational ideas of M. K. Gandhi, also known as Mahatma ('great soul') (1869-1948), which still create a basis for reform-oriented concepts of basic education, literacy and sociopolitical literacy in India today. These are historical concepts concerning transformation of the self and education as a means of handling transformative societies beyond an existing understanding of Western civilization in a systematic way. The concluding concept of transformative cosmopolitan education presents World Nai Talim as a basis for an enlightenment that is equally applicable to both the Global South and North.

An older woman seeking a sexual relationship with a younger man has often in the past been described as a "paramour" or "illicit inamorata" but in today's lexicon, we are increasingly utilizing the term "Cougar." The usual mental image of the cougar is commonly of an animal ready to pounce, seeking its prey, on the offense, the epitome of empowerment. The metaphorical cougar becomes a woman seeking empowerment, personal as well as societal. The chronological construction of this study explores the lives of Levina Teerlinc, Elizabeth I, Lettice Knollys, Veronica Franco, Marie-Thérèse Rodet Geoffrin, Madame Pompadour, and Adelaide Labille-Guiard

As a point of departure for understanding the complexities of Spanish national and individual identities, it is incumbent that a student begin by investigating Spanish iterations of the three Abrahamic religions. This presupposition of religion's centrality in the pursuit of better informed understandings of the Spanish nation, people, history and culture has served as cornerstone in the construction of Belmont University's Maymester study abroad program in Spain and as lodestar in its evolution. This article will describe the genesis of the program, analyze curricular changes over time and offer critical reflection about why international study is the quintessential milieu for achieving the sought-after objective: understanding the role of religions and the concept of "convivencia" in the cultivation of Spanish identities.

This essay examines the interaction between the myth of the Wandering Jew, diaspora history and the notion of cosmopolitanism. This is a paradoxical synthesis that points in several directions: towards the ideals embedded in international education; towards the roots of anti-Semitism; in the direction of the notion of cosmopolitanism as a crime against the nation (something that Hitler, Stalin and Henry Ford agreed upon). The figure of the Wandering Jew has roots in history and myth and is a presence in the "Protocols of the Elders of Zion." The figure wanders through history as an emblem of a cursed outcast, the possessor of arcane secrets, and a sophisticated global "flâneur." The essay explores Biblical, literary, and historical sources with further reference to memoirs including Edmund de Waal's "The Hare with Amber Eyes."

Despite growing interest in culturally responsive pedagogy (CRP), little research has examined its effect on student performance. In this article, we place CRP in a sociohistorical context and document how one intervention, Fresh Prep, draws on CRP to engage and instruct high school students identified as high risk for not graduating. Using a quasi-experimental matching methodology, we examine whether the program improves academic performance. We find Fresh Prep students have higher scores and pass rates on state English Language Arts and history exams than students in a matched comparison group, as well as retakers attending the same schools before its introduction.

Immersion in fiction narratives like Alan Gratz's (2017) "Refugee" can help students recognize and acknowledge our common humanity when discussed in a dialogic classroom using a critical literacy pedagogy. Following the literature on using novel discussions to help students understand pressing societal issues (e.g., Boas, 2012; Hsieh, 2012; Thein et al., 2011) and guided by critical multicultural analysis (Botelho & Rudman, 2009), a dialogic (Bakhtin, 1981) and critical pedagogy (Freire, 1970) was used to lead a small group of sixth-grade students in biweekly discussions of "Refugee." Prior to each of 10 sessions, students wrote dialogue journal entries in response to prompts designed to elicit critical thinking about the events depicted in the novel, which illustrates harrowing ordeals endured by fictional families facing persecution during the Holocaust, in Castro's Cuba, and in the aftermath of the Arab Spring. A thematic analysis (Braun & Clarke, 2006) of students' writing and researcher field notes revealed students' inherent compassion toward refugees and limited background knowledge of refugees' circumstances. Rich dialogic conversations resulted in demonstrations of empathy and newfound critical knowledge about the worldwide refugee crisis.

Inspired by the work of the social and cultural historian Tim Cole, Stuart Farley decided to look again at the way he teaches the Holocaust. He wanted to focus on the geographical concept of place as a way of enabling his Year 9 students to build far more diverse narratives, which took full account of the chronological diversity of people's experiences as well as the different decisions made by different people in their different places. This helped Farley to enable his students to unpick what the not-quite-contemporary term 'the Holocaust' means, using techniques similar to those used by Carr and by Olivey when teaching about the nineteenth century.

Since the early nineteenth century, western governments have expected history education to play a vital role in the formation of a national identity and the pursuit of national cohesion, by fostering shared knowledge and a shared (master)narrative of the national past. This article reports on a qualitative study that examines which narratives young adults construct about their national past, to what extent those narratives are underpinned by existing narrative templates, whether they reflect on the fact that the national past can be narrated in different ways, and to what extent they share a common reference knowledge. The study addresses the Flemish region of Belgium, a case characterized by a specific context of a nation state in decline, wherein diverse and often conflicting historical narratives coexist in popular historical culture and where the national past is almost absent from history education. A total of 107 first-year undergraduate history students were asked to write an essay on how they saw the national past. The influence of both history education and popular historical culture was reflected in the reference knowledge as well as in the (absence of) templates that students used to build their essays. Templates were not critically deconstructed, although some students nevertheless were able to discern and criticize existing "myths" in the national past.

The aim of this article is to analyse adolescents' views of Swedish history. A small number of adults were also included in the study. The analysis shows that, regardless of the age of the informants, Sweden is portrayed as an exception from the world through its legacy of a long peace (in spite of a war-torn distant history) and through its enjoyment of progress, democracy and prosperity. We interpret this as a result of a history culture in which schools as well as other institutions produce a common, conflict-free history, which may be challenged in an emerging neonationalist era.

The study focuses on the content and extent of teaching of Russian history, or history of Russian culture and civilization, in the teaching of history in the states of the Visegrád Group (i.e. in Hungary, the Czech Republic, Poland and Slovakia). In each of these states, the subject of history (sometimes in different names) has a different status, time subsidy, and content in the framework programs. The study therefore examines the extent to which content and performance standards--concerning the history of Russia in the 19th century--are set out in state educational programs (plans) and their presentation in selected secondary school textbooks. The author comes to the conclusion that the history textbooks in the states of Visegrád Group reflect the basic facts of Russian history of the 19th century, but it is evident that since the 1990s, more and more facts from general history have gradually disappeared in favour of national history. Research shows that the greatest space is devoted to Russian history in secondary school textbooks in the Czech Republic. It is noteworthy that the Polish textbook minimized Russian history at the most, although neutral observers would not have expected it because of the common fates of Poland and Russia. Although the history of 19th century Russia partly disappears from textbooks, on the other hand, history of the 20th century is much more represented, which corresponds to the development of international relations and the situation in Europe.

This article argues that two significant recent influential historical novels about the Holocaust, "Hitler's Daughter" (1999) and "The Boy in the Striped Pyjamas" (2006), reprise the genre traits of the "Bildungsroman" or novel of development and can be regarded as remarkably effective in engaging an active reader. Both novels, intended for children and younger adolescent readers, are focused on initially sequestered child protagonists from a perpetrator culture who are unable to fully understand their circumstances but undergo formative experiences by leaving 'home', legible both as a physical domicile and a site of indoctrination and repression. As they journey away from a limited conception of biological family the novel's protagonists are able to reject constricting modes of social conditioning that repress authentic self-expression, curiosity, and impartial ethical judgment. In both novels the protagonists transform their perception of their circumstances by becoming resourceful bricoleurs, unearthing imaginative possibilities in their immediate environment that allow them to forestall emotional isolation and the dehumanization of designated 'Others' such as the Jews. The article suggests that while "The Boy in the Striped Pyjamas" has been read as reinforcing the myth of German innocence, its typological representation of a 'dangerous family' and its implied affirmation of Bruno's explorative instincts, empathetic capacities, and commitment to friendship, allow a reader greater recognition of the 'banal ideologies and institutions occupied by the perpetrator' (Ann Rider).

Making a passionate case for teaching Black British history in the secondary school curriculum, Hannah shares here the personal journey she has travelled in planning for Black British history in her curriculum. She cites her inspirations and offers striking examples to illustrate her rationale and approach to teaching this history. Hannah considers the challenges Black British history presents to teachers and students in the classroom, and suggests ways in which these can be overcome.

Recent scholarship around teaching elementary mathematics supports the learning of early algebra with 5- to 12-year olds. However, in spite of the recognition of the affordances of early algebra, issues about how to introduce it remain open. Within this context, Davydov's work is often cited as a source of impressive demonstration of young learners' capacity for algebraic thinking. This work requires further exploration in order to yield a clearer picture of a very particular teaching approach, which focuses on early abstractions and symbolic language. We argue that in order to fully understand how Davydov's work contributes to current conversations and what Davydov was trying to do, we need to shed light on the context- and time-specific discourse of the 1960 Soviet educational reforms that made it possible for Davydov to develop his vision about algebraic thinking and to set in motion appropriate teaching approaches for young learners. In this paper, we look back to the Soviet debates that unfolded in Russia on the integration of early algebra in elementary school word-problem solving. Drawing on these debates and the results of Davydov's school experiments, we lay out the developmental axes of capacity building. This can be done by emphasizing ascent from the abstract to the concrete using a variety of representational modeling tools to support the emergence of algebraic thinking while targeting particular habits of mind within carefully designed learning activities. We conclude with some insights about current arithmetic-algebra debates, and how these could be enriched and deepened by Davydov's work, which yet remains open to future discussion and reflection.

In this article, the authors describe how integrating music with reading and writing practices stimulated transmediation to (1) honor musical students' identities, (2) deepen readers' meaning making with literature, and (3) invite writers' memories to generate emotional grist for composing poetry. The authors share examples to inspire teachers to explore music's potential for invigorating the English language arts (ELA) curriculum, elaborating on each example with additional possibilities for music integration through "classroom extensions," and conclude by offering recommendations and rationales for music-integrated practices.

The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers' talk about the study trips "ritual democratic catharsis." The teachers' two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students' learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers' unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.

The aim of this article is to examine the frameworks that educators use, especially how they conclude teaching and learning about genocide, and to suggest readings and other sources for use. The narrative arc that educators establish by choosing where to begin and where to end is a powerful indicator of their course goals and teaching rationales. When selected deliberately and thoughtfully, these shape student perception of the events under discussion, often in subtle yet influential ways. While, certainly, each genocide has multiple common starting points, the choice of where to end discussions or courses is seldom discussed. How do educators and students define the "end" of a genocide? What are the implications of ending a course on the Holocaust with the liberation of camps such as Dachau or Buchenwald? How much do educators cover what happens after the genocide is over, when the widespread violence and persecution has ceased? What were the key elements involved in contemporaries processing and negotiating the aftermath. By posing thoughtful questions, educators can encourage students to push beyond the oversimplified assertions of "never again" and/or that we would take action to stop it from occurring.

In this article, the authors detail a curriculum unit used by Ms. Brown and a second English Language Arts (ELA) teacher, Ms. Smith, with their high school students. The unit centered on a comparative genocide framework developed by the Comparative Genocide Project at Arizona State University. The framework detailed seven key themes common across genocides and was designed to extend genocide study beyond investigating single genocide events. Students analyzed survivor testimonies from the Holocaust and the Rwandan Genocide for evidence of those seven themes. They also completed a "reporting form" and a graphic organizer as part of the unit. While this article identifies aspects of the comparative genocide framework that were found beneficial for the students in this study, the authors also make clear the limitations of this study and plans for future iterations of this work.

"Fairy Tales and the Transmission of Prejudice" is a unit in a lecture course on fairy tales that draws on research on anti-Semitism in 18th- and 19th-century German literature and culture, mapping questions raised in 18th- and 19th-century tales onto contemporary issues: The unit traces a trajectory from the Enlightenment to the present, and from Germany to the United States, analyzing a variety of texts, including Lessing's drama "Nathan the Wise" (1779), the three Grimms' tales about Jews -- "The Clear Sun Will Bring it to Light" (1815), "The Jew in Thorns" (1815), and "The Good Bargain" (1819) --, Spiegelman's graphic Holocaust narrative "Maus" (1980), and Sendak's illustrations for Wilhelm Grimm's "Dear Mili" (Grimm & Sendak, 1988). This article outlines the course, its background, and how the texts and their contexts are implemented in class. Throughout the course unit, the discussion of anti-Semitism in the fairy tales is broadened to one of prejudice in general. The article concludes with a brief discussion of student reactions to this unit.

This study deals with the meaning that musicians and non-musicians attach to two contemporary railway noise compositions as conveyed through verbal and audio-graphic responses. The purpose of this mixed-method study was twofold: (1) to examine similarities and differences between musicians and non-musicians in their responses to contemporary train-noise music; (2) to explore the effect of two train-noise compositional techniques -- orchestral and electro-acoustic -- on listeners' verbal and audio-graphic responses. 14 participants (7 music students and 7 non-musicians) took part in the study. Two sessions were held with each participant. Two musical pieces were presented; one in each session in a randomised order: Villa-Lobos's orchestral "The Little Train of the Caipira" (1930); and Reich's electro-acoustic "Europe during the War" (1988). Four categories emerged: associations (train associations or idiosyncratic imagery), musical features (e.g. tempo, pitch, instrumentation), affect (emotions, assessment, like/dislike), and audio-graphic types (e.g. figurative drawings and musical maps). Qualitative analyses indicated both similarities and differences between musicians and non-musicians by the four categories. The statistical analyses showed a marginal significance between musicians and non-musicians in the second category (musical features). The study highlights the benefits of including environmental noise music in music education programmes for listeners with and without formal musical backgrounds.

In the research subfield of social media memory studies (Birkner & Donk, 2020), digital memory of relevant historical events has its own scholarship and avenues of publication (e.g., Garde-Hansen et al., 2009; Hoskins, 2011). As for the specific area of Holocaust studies, with the passing of the generation that witnessed and experienced the Holocaust (Wieviorka, 2006), scholars have stressed that learning about the Holocaust will progressively rely less on public speakers and more on audio-visual testimonies and second and third generation accounts (Gross & Stevick, 2015; Hirsch, 2012). Scholars have advanced the idea of a "virtual Holocaust memory" to consider both digital and non-digital memory projects related to the Holocaust that draw attention to the pervasive nature of the virtuality of memory (Walden, 2019). Despite the pace at which technology has advanced and become woven into the fabric of youths' lives, it is still unclear how "the internet and in particular social media impact on students' knowledge and understanding of the Holocaust" (Gray, 2014, p. 105). Moreover, scholars argue that for contemporary digital users, there is a need to "resurrect" Holocaust commemoration through the creation of immersive and more engaging memories as mass media such as cinema and television may be no longer suitable (Kansteiner, 2017). This study provides a review of social media use for Holocaust remembrance and for teaching and learning about the Holocaust. The aim is to identify the main topics of research and potential connections between the two fields and to provide indications for further research.

This case study reports on a history teacher in a multicultural classroom in the Netherlands who is confronted with students' conflicting perspectives on a sensitive topic, namely the Holocaust. We have used Dialogical Self Theory in combination with the historical multiperspectivity framework to make sense of the teacher's considerations and instructional responses. Informed by interactions between three inner-voices (i.e. history teacher, caring teacher, and political citizen) and two inner-other voices (i.e. Jews as victims and 'the resistant boys'), the teacher switches from a temporal focus on the past to a temporal focus on the present. The epistemic, epistemological, and moral consequences of this temporal switching are discussed.

Participation in a classroom-based study provided Grade 4 students with multiple opportunities to develop their visual meaning-making skills and competences, as well as their aesthetic understanding of and critical thinking about multimodal ensembles. Intentionally-designed instruction during the multifaceted research included a variety of activities focused on a selection of elements of visual art and design. Student participants read and discussed, and wrote about picturebooks during Language Arts, Science and Social Studies. "The Rabbits," a picturebook that has been interpreted as a powerful and unsettling allegory of colonization, industrializaiton, and ecological destruction, was one selection of literature featured during a Social Studies unit on European exploration. The content analysis of the students' responses to "The Rabbits" revealed how the students identified, described, and interpreted Shaun Tan's use of color, visual point of view, and typography as fulfilling multiple, and often simultaneous, meaning-making purposes. The responses provided evidence of student engagement in sophisticated visual analysis and symbolic interpretation that deepened their critical understanding and appreciation of "The Rabbits," as well as enhanced their understanding of curriculum. Overall, the findings extend the limited research on how student knowledge about and interpretation of elements of visual art and design in the artwork in picturebooks used for Social Studies pedagogy can simultaneously develop students' visual reading skills, enhance their comprehension of curricular content, and build their higher-order thinking skills.

This paper empirically re(dis)covers a moment of conjuncture within Leicester when an opportunity opened up through multicultural/anti-racist education for schools and colleges to develop their 'multicultural capital'. It does this through the thematic analysis of the key proximate document "Report of the Working Party on Multicultural Education" as well as drawing on interview data provided by two important agents who helped to implement Leicester's/Leicestershire's moment of multicultural education. This moment generated a symbolic, ideational, and conceptual shift within Leicester's education provision toward a more culturally inclusive position that began to recognise the cultural capital of non-white students. However, this moment was to be lost in the 'neoliberal epoch'. It is argued in this paper that neoliberal education policy/practice has become an enabling mechanism for renascent colonial ideology. By re(dis)covering this vision for the official recognition of non-white cultural capital, this paper demonstrates the possibilities for alternative directions within Leicester's schools and colleges that can challenge neoliberal and colonial conceptions of education. It suggests that there are still spaces and structures that can be re(dis)covered in order for this vision to be enabled.

This paper examines language policies in Northern Ireland vis-à-vis the Irish language. Whilst the devolution of powers has benefitted Welsh and Scottish Gaelic through the creation of separate language acts dedicated to them, there is no such act for Irish. Taking this policy discrepancy as its point of departure, this paper investigates how the peace process brought about through the Good Friday Agreement (1998. https://www.gov.uk/government/publications/the-belfast-agreement) and the St Andrews Agreement (2006. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/136651/st_andrews_agreement-2.pdf) has impacted Irish in Northern Ireland. The investigation rests upon an analysis of the language policy legislation using critical theory. The paper takes a domain-based approach and examines statutes pertaining to different policy domains including administration, media, law, and healthcare to assess how the status of Irish has changed in different policy domains as a result of the peace process in Northern Ireland. In terms of methodology, this paper adheres to historical-structural analysis (HSA) which views language policies as a mechanism of maintaining power and inequality in society to explore the historical and structural factors that underpin language policies related to Irish in Northern Ireland.