Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/30843
Title: Evaluation of the holocaust education programme in Israel
Authors: Glick, Yona
Award date: 2003
Presented at: University of Leicester
Abstract: This study intends to examine the effects of the Holocaust Education Programme (HEP) in Israel including the youth excursions to Holocaust cites in Poland that proved to be a part of Israeli-Jewish memorialism and its meaning to the individual. At the center, is the decimation of Jews during the course of World War II, and the mode of its formation-both as a shared traumatic episode and as a constituting fundamental-ethos- in the Israeli collective memory and conscience. The Holocaust as described in this work, is employed as a litmus test examining Israeli-Zionist identity. The research method is a kind of case study research with, three different groups representing the communities (secular, religious and Arab), in Israel. The study measures the Israeli (Jewish and Arab) national self-identity and knowledge of the students before and after learning the Holocaust program in the relevant sectors in Israel. It will also to evaluate whether the stated objectives were achieved, the extent of overlap in the programme. The HEP significantly increased 12m grade students' Jewish ethnic identity (Oron 1985 test) without adversely impacting on their psychological well being scores for depression, hopelessness or self-worth inventories. Religious students were more empathic and had higher levels of Jewish identity secular students had higher global social interest scores the programme was not effective in the Arab sector. There were no differences between the sector scores in their moral reasoning and no sector differentiates in the psychological impact of the course. This study adds to the literature, which suggests that Holocaust education positively, affects students' knowledge and self-identity and can be meant as 'affective education' and pastoral care. The study concludes with a discussion of the policy implications of the findings.
Links: http://hdl.handle.net/2381/30843
Type: Thesis
Level: Doctoral
Qualification: PhD
Rights: Copyright © the author. All rights reserved.
Appears in Collections:Theses, School of Education
Leicester Theses

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