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When antisemitism is left out: Swedish teachers' educational strategies and students' understanding of the Holocaust during a study trip to memorial sites.

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Title: When antisemitism is left out: Swedish teachers' educational strategies and students' understanding of the Holocaust during a study trip to memorial sites.
Authors: Flennegård, Ola (AUTHOR)
Source: Scandinavian Journal of Educational Research. Aug2025, Vol. 69 Issue 5, p899-912. 14p.
Subjects: Critical discourse analysis, Holocaust memorials, Educational planning, Antisemitism, Discursive practices
Abstract: By deploying critical discourse analyses (CDA) of interviews with teachers and students before, during, and after a study trip to Holocaust memorial sites, and contextualizing the various discursive practices through participant observations, this study terms the regulating discursive order of teachers' and students' talk decontextualized racist evilness. The overarching teaching strategy aimed at leveling the gap between past and present to encourage students to act against racism. This study demonstrates how the universalist concept of the Holocaust was linked to the understanding of antisemitism as racist prejudice, among others. Additionally, it shows how the specificity of historical content was rare as was the explanatory teaching. The study indicates that students developed reasoning connected to the "why" question on their own; however, this reasoning was limited because of the lack of explanatory content (e.g., antisemitism). The study argues that study trips may not be legitimized as a prime bulwark against antisemitism. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: When antisemitism is left out: Swedish teachers' educational strategies and students' understanding of the Holocaust during a study trip to memorial sites.
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  Data: <searchLink fieldCode="AR" term="%22Flennegård%2C+Ola%22">Flennegård, Ola</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Aug2025, Vol. 69 Issue 5, p899-912. 14p.
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  Data: <searchLink fieldCode="DE" term="%22Critical+discourse+analysis%22">Critical discourse analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Holocaust+memorials%22">Holocaust memorials</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+planning%22">Educational planning</searchLink><br /><searchLink fieldCode="DE" term="%22Antisemitism%22">Antisemitism</searchLink><br /><searchLink fieldCode="DE" term="%22Discursive+practices%22">Discursive practices</searchLink>
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  Data: By deploying critical discourse analyses (CDA) of interviews with teachers and students before, during, and after a study trip to Holocaust memorial sites, and contextualizing the various discursive practices through participant observations, this study terms the regulating discursive order of teachers' and students' talk decontextualized racist evilness. The overarching teaching strategy aimed at leveling the gap between past and present to encourage students to act against racism. This study demonstrates how the universalist concept of the Holocaust was linked to the understanding of antisemitism as racist prejudice, among others. Additionally, it shows how the specificity of historical content was rare as was the explanatory teaching. The study indicates that students developed reasoning connected to the "why" question on their own; however, this reasoning was limited because of the lack of explanatory content (e.g., antisemitism). The study argues that study trips may not be legitimized as a prime bulwark against antisemitism. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00313831.2024.2360912
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        Text: English
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      – SubjectFull: Educational planning
        Type: general
      – SubjectFull: Antisemitism
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      – SubjectFull: Discursive practices
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              Text: Aug2025
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