Teaching about the Holocaust in Latin America: a systematic review of the literature (2013-2022)
DOI:
https://doi.org/10.26754/ojs_clio/clio.2024509815Keywords:
Holocaust education, historical education, Spanish-speaking countries, systematic literature reviewAbstract
The question “why teach about the Holocaust?” has received various answers, including the understanding of its context, nature, and purpose, as well as the promotion of diversity in pluralistic societies. Despite its curricular recognition and educational value, research output in the Hispanic-American region and Spain seems limited. From the perspective of the pedagogy of collective traumas, the present study aims to conduct a systematic review of the most recent contributions to Holocaust education from the countries defining both geographic contexts. Following the application of the PRISMA guidelines, the results obtained reveal that education for democratic citizenship and human rights is relegated to a didactic intent when treating Holocaust education as a controversial topic.
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