Epistemological aspects of holocaust education: Between ideologies and interpretations

Zehavit Gross, E. Doyle Stevick

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

This chapter analyses the role of epistemology within the scholarship on Holocaust education. Epistemology deals with questions of what knowledge is, what counts as knowledge, the sources of knowledge, the different kinds of knowledge, and what we can know, or the boundaries of knowledge. It argues that researchers and practitioners of Holocaust education should engage with epistemological questions and their implications for teaching and learning about the Holocaust.

Original languageEnglish
Title of host publicationAs the Witnesses Fall Silent
Subtitle of host publication21st Century Holocaust Education in Curriculum, Policy and Practice
Pages489-503
Number of pages15
ISBN (Electronic)9783319154190
DOIs
StatePublished - 1 Jan 2015

Keywords

  • Epistemology
  • History
  • Holocaust education

All Science Journal Classification (ASJC) codes

  • General Social Sciences

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