Assessing the Impact of Holocaust Education on Adolescents’ Civic Values: Experimental Evidence from Arkansas

American adults overwhelmingly agree that the Holocaust should be taught in schools, yet few studies investigate the potential benefits of Holocaust education. We evaluate the impact of Holocaust education on several civic outcomes, including “upstander” efficacy (willingness to intervene on behalf of others), likelihood of exercising civil disobedience, empathy for the suffering of others, and tolerance of others with different values and lifestyles. We recruit students from two local high schools and randomize access to the Arkansas Holocaust Education Conference, where students have the chance to hear from a Holocaust survivor and to participate in breakout sessions with leading Holocaust experts. We find that students randomly assigned to attend the conference become more knowledgeable about the Holocaust and are more willing to act as an upstander on behalf of others. In our subgroup analysis, we find that minority students are significantly more willing to act as an upstander relative to their white peers

Authenticity, authentication and experiential authenticity: telling stories in museums

<p>This article examines how different types of authenticity and authentication work together to inspire museum stories, and personal identification with them, in ways that encourage experiential authenticity. It begins by outlining conceptions of object and existential authenticity and demonstrating how they are bound up with processes of hot and cool authentication. I argue that museums deploy all of these mechanisms to encourage experiences which visitors perceive as authentic. This perspective supports a concept of ‘experiential authenticity’ which connotes the belief and sensations of having experienced something genuine and real. This concept’s value is illustrated by examining storytelling in Anne Frank House. Key museum stories are outlined before exploring how different forms, and degrees, of authenticity and authentication work together to enlist visitor imaginations in the storytelling process and to thereby inspire personal identification as well as embodied connections with them. Four key mechanisms for telling stories are analysed (objects, texts, photographs and videos), and their combined capacity to cultivate experiential authenticity is demonstrated. This is important because experiential authenticity heightens visitor receptivity to museum stories, and is thus both a source and agent of power.</p

Denying the Armenian Genocide in International and European Law

Several international and European legal instruments, both binding and non-binding, call on or allow for the criminalization of speech that denies, condones or minimizes international crimes. The aim of this essay is to verify the extent of those instruments, particularly the definitions of punishable behaviours and the identification of the object/target of such behaviours, with a view to ascertain whether the instruments apply to the Armenian massacres of 1915\u2013191