Using Holocaust Testimony in Primary Education: An Initial Inquiry

Abstract

Carnes, Wiedeman, and Street investigate the potential for testimony-based educational activities, delivered through IWitness, to effectively, appropriately, and safely engage primary school age children in Holocaust education. The chapter is based on a recent study that examined how testimony as an integrated element of a Holocaust education program successfully prompted critical thinking, empathy, and historical understanding among young students. Leveraging digital testimony led children to want to learn about Holocaust education, facilitating and activating their curiosity and desire to go deeper into the topic, suggesting that testimony-based education can address some of the concerns raised about the applicability of Holocaust education in primary grades.