‘The ‘Hollywoodisation’ of the Holocaust?’ A cross-curriculum exploration of HoDs’ perceptions of Holocaust education, within UK Secondary Education.

Lancaster, Juliet (2022) ‘The ‘Hollywoodisation’ of the Holocaust?’ A cross-curriculum exploration of HoDs’ perceptions of Holocaust education, within UK Secondary Education. Doctoral thesis, Liverpool Hope University.

Text Juliet Lancaster 10108194 Thesis hard bound submission.pdf - Published Version Restricted to Repository staff only until 1 September 2026. Available under License Creative Commons Attribution Non-commercial. Download (3MB)

Abstract

Holocaust education is a compulsory curriculum subject in English Secondary schools - yet no learning aims, outcomes or definitions are provided for schools, leaving teachers to interpret and implement a Holocaust curriculum. In addition to this, the last national study to research teacher perception of Holocaust education is now over 10 years old. In response to this lack of guidance, this study aims to explore the voice and experiences of the teachers’
interpretation and delivery of Holocaust education.

The research was conducted as qualitative-insider research, within a large suburban Secondary School in England. Semi-structured interviews were conducted with the Head of
Department (HoD) from each curriculum area that the Holocaust is taught in - History, Religious Studies and English, as HoDs are both the interpreters of government guidance, implementers of school targets and creators of the curriculum.

This research demonstrated the creation and use of a unique and detailed multi-level analysis framework. This framework consisted of several analysis methods (Descriptive, In Vivo, Directed Content, ‘I statement’ and Poetic), the results of which were then analysed across each of the three curriculum subjects and reduced to the core coding outcomes through mapping and landscaping analysis.

The data showed that each HoD expressed the same tensions in their interpretation and delivery of the Holocaust; 1. Pedagogical expertise 2. Holocaust effect or learning outcome 3. Agency Roles. These three tensions result in ‘personalisation’ being used by participants within their delivery as a coping mechanism, source of comfort or empowerment. The research conveyed a detailed and up to date analysis of teacher perceptions of Holocaust education and reveals that much greater clarity in articulation of curriculum aims is required by the government to guide teachers.

Item Type:	Thesis (Doctoral)
Additional Information and Comments:	Copyright © The Author 2022. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). A copy can be downloaded for personal non-commercial research or study, without prior permission or charge. Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
Keywords:	Holocaust education, learning aim, learning outcome, Head of Department (HoD), insider research, multi-level analysis framework, descriptive analysis, In Vivo, directed content, I statement, Poetic coding, pedagogical expertise, agency roles, personalisation.
Faculty / Department:	Faculty of Education and Social Sciences > School of Education
Depositing User:	Matthew Adams
Date Deposited:	22 Sep 2023 08:28
Last Modified:	12 Nov 2024 11:56
URI:	https://hira.hope.ac.uk/id/eprint/4022

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