A proliferation of ethnic hate speech and racial intolerance in New Jersey are two of the key points listed in the 1994 New Jersey State Legislature which mandated Holocaust education. As the mandate enters its third decade, there is an increasing urgency for educators to recognize, prepare for, and implement strategies to achieve these intended objectives in their classrooms. Study findings indicate that: 1: while most teachers are aware of the Holocaust education mandate, 2: the objectives of the education mandate are unknown to most teachers, 3: educator knowledge of the Holocaust is often self-taught, and most have had no formal training in Holocaust pedagogy, 4: despite this, teachers feel that they are adequately prepared to effectively teach the Holocaust, 5: the personal goals educators have for Holocaust instruction differ considerably from the objectives and methods reported in lesson plans, 6: graphic images are often used in Holocaust instruction, and there is a lack of clarity regarding what constitutes primary source material, and, 7: although English/Language Arts teachers spend significantly more time teaching the Holocaust than their Social Studies counterparts, both disciplines agree that there is not enough time to accomplish the intended goals of the unit.
|School:||College of Saint Elizabeth|
|School Location:||United States -- New Jersey|
|Source:||DAI-A 82/6(E), Dissertation Abstracts International|
|Subjects:||Secondary education, Ethnic studies, Teacher education, Educational administration, Social studies education, Education Policy, Curriculum development|
|Keywords:||Holocaust education mandate, New Jersey, State educational mandates, Teacher awareness, Teacher preparedness, Ethnic hate speech, Legislature in New Jersey|
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