Abstract:

The purpose of this study is to consider the content aspect and methodological solutions in covering the Holocaust topic in the education system of Latvia. The research methodology is based on content analysis of curricula, textbooks and teaching aids. The authors also use the method of a detailed questionnaire aimed at revealing the level of awareness of schoolchildren, the emotional context, personal attitudes. Taking into account the interdisciplinary nature of the study, the method of comparison of different sources related to the Holocaust is used with account of different age groups of schoolchildren. The research methodology has been based on the programmes on teaching the Holocaust at the Yad Vashem Research Centre (Israel). The novelty of the research is concerned with the special situation in the perception of the Holocaust in Latvia, where, on the one hand, the Holocaust theme is perceived ambiguously in society, whereas on the other hand, Latvia is one of the few countries where the study of the Holocaust is included in the school curriculum. The result of the study is the identification of the main components that form the knowledge of schoolchildren about the Holocaust, their correlation with the model of collective memory. The uniqueness of the situation lies in the fact that teaching of the Holocaust at school is fundamental in the formation of a memory model.

The study focuses on one of the aspects of the perception of the Holocaust in society. For the modern public conscience of Latvia, the events of the Second World War are among the controversial aspects of collective memory, and one of the most significant issues is the issue of attitude towards the events of the Holocaust. The research of the Holocaust and victim commemoration is a national programme. Consideration of the Holocaust problem is reflected in the curricula of secondary schools. The main focus is on the course in history. The authors of this paper will analyse the model of the Holocaust study in the school curriculum. The source of the research comprises programmes, textbooks and teaching materials. The content analysis of the text material and visual aids was carried out. Along with this, the presence of the Holocaust theme in test papers and exams is being considered. As additional material, the authors consider methodological approaches using the cultural and social context - literature, theater, cinema, local history, sociological polls.

Keywords:

Holocaust, curricula, textbooks, literature, theater, cinema.