A CASE STUDY COMPARING GOOD PRACTICE IN THE USE OF PEDAGOGICAL RESOURCES IN HOLOCAUST EDUCATION IN ENGLAND AND REPUBLIKA SRPSKA

Abstract

The aim of this study is to analyze good practice in teaching about the Holocaust, comparing the use of pedagogical resources in Republika Srpska (Bosnia and Herzegovina) and England (United Kingdom). The paper compares the use of three types of pedagogical resources used in history classes: fictional films, documentaries, and photographs of Holocaust atrocities. Comparison is drawn between a developing and post-conflict society (Republika Srpska) and the well-established and reputable English educational system. By cross-referencing teachers’ and students’ answers, the paper attempts to identify good practice of notable value to be shared and exchanged. The research method firstly incorporated questionnaires, followed by interviews and then lesson observation. Data revealed that teachers in both education systems do not appear to consider all the educational benefits of film screening. The way teachers from England use pictures of Holocaust atrocities and organization of school trips seem to be applicable to the context of Republika Srpska, as well as being useful for classroom practitioners beyond these two education systems.