Doyle Stevick

University of South Carolina, Educational Leadership & Policies, Faculty Member

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I investigate the relationship between schooling and the norms and dispositions that sustain democratic cultures, the rule of law and inclusive communities. These lines of inquiry have centered on civic education (in two edited books)--now global citizenship education--and education about the Holocaust (in three more recent volumes). I am an Associate Professor of Educational Leadership and Polices at the University of South Carolina and a Fulbright scholar to Estonia (2002, 2013-14). At UofSC, I have served as Special Advisor for Global Carolina, the university’s hub for internationalization efforts, and as Director of the European Studies and the Russian and Eurasian Studies programs. I founded the Office of International and Comparative Education, which celebrated its tenth anniversary in 2017, and I currently direct the Anne Frank Partnership at UofSC, which includes traveling exhibits, video workshops, and educational training programs. My first major research project concerned the role of civic education in the democratization of post-Soviet Estonia, before engaging with the field of Holocaust education in 2002. I've had the privilege to participate in events organized by--or otherwise cooperate with--leading institutions around the world, including the United Nations, UNESCO, UNESCO's Geneva-based International Bureau of Education, Memorial de la Shoah, the International Holocaust Remembrance Alliance, the United States Holocaust Memorial Museum, and the Anne Frank House.

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E. Wayne Ross

University of British Columbia

George K. # Zarifis

Aristotle University of Thessaloniki

Andreas Umland

National University of "Kyiv-Mohyla Academy"

Paul R Carr

Université du Québec en Outaouais

Armando Marques-Guedes

UNL - New University of Lisbon

Alexandra Yatsyk

University of Tartu

Katerina Rozakou

Panteion University of Social and Political Sciences

Andrew W Wilkins

Goldsmiths, University of London

Viacheslav Kuleshov

Stockholm University

Diana T. Kudaibergenova

University of Cambridge

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Papers by Doyle Stevick

Introduction to the Open File

Prospects, Mar 1, 2010

Sixty-five years after the liberation of Auschwitz, Holocaust education is at a critical juncture... more Sixty-five years after the liberation of Auschwitz, Holocaust education is at a critical juncture. Societies including Germany and Israel have moved through several discrete stages both in their relationships to the Holocaust, and in education about it. Those shifts will surely continue as the generation of survivors is progressively lost to the passage of time, taking with them our most

Holocaust Education in the 21st Century: Curriculum, Policy and Practice

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 2015

This chapter provides an overview of the contributions to the book, which marks the most extensiv... more This chapter provides an overview of the contributions to the book, which marks the most extensive collection of Holocaust education research from around the world. The chapter highlights some important trends in Holocaust education, particularly its global expansion and the passing of the generation that witnessed the Shoah. Research is expanding, but little is documented about the work of major Holocaust education organizations, and more work across languages is needed. Expectations are exceptionally high, but are not rooted in empirical results. Rather, the seemingly powerful potential of Holocaust education begs for further study. Studies about the contested meanings of the Holocaust are particularly helpful.

International Library Platform for Education About the Holocaust

Novi Sad : Terraforming, 2019

The project “International Library Platform for Education About the Holocaust” aims to present an... more The project “International Library Platform for Education About the Holocaust” aims to present and propose a new strategy for engaging libraries and library infrastructure in education about the Holocaust, to inspire and stimulate important international stakeholders, institutions and experts, and as a next step, to initiate a collaborative platform of international resources for Holocaust education centered around librarians, libraries and library networks and library resources. This publication is a result of exchanges of ideas and discussions between the project participants, experts and relevant stakeholders that took place during the preparations for various project activities and/or during the project events, sometimes in form of online conference calls, sometimes as debates during the public events organised in the frames of the project, but the most important source is the final expert seminar “Librarians and archivists and the new international resources for teaching and learning about the Holocaust” that took place on 13th December 2018, at the National Library of Serbia in Belgrade.

The Holocaust in the Contemporary Baltic States: International Relations, Politics, and Education

Holocaust. Studii şi cercetări, 2012

Labeling the World: The 3P Framework for Critiquing and Reconstructing Our Categorization Processes

Current Issues in Comparative Education, 2020

Scholars and students of comparative education routinely, and often reflexively, categorize place... more Scholars and students of comparative education routinely, and often reflexively, categorize places with labels that have complex and problematic histories, connotations and associations. Both comparative education classrooms and scholarship will benefit from reflecting on the dynamics of labeling places. We seek to provide a framework for analyzing the main issues and risks associated with labeling with a heuristic we call the 3P framework. It invites students and scholars to consider the ways in which power, perspective, and plurality are expressed through the terms we apply to places. Through this framework, we identify common pitfalls in labeling. We provide a table with open access resources that critically examine many of the most important and common geographic labels in our field. To illustrate how these issues are manifested in particular contexts, we provide two vignettes, on South Asia and Estonia. The vignettes show how issues of power, perspective and plurality are manifested through the labels used and applied in specific places where we conduct research. Finally, we examine how the labeling process is situated in specific contexts and how meaning is culturally rooted; in doing so, we explain how the exclusive use of English-language labels in this piece is necessarily incomplete. The piece concludes with recommendations for teaching with this framework and for producing comparative education scholarship that deploys labels with greater reflexivity and intentionality. How do we label the world? By adulthood, we have absorbed a set of terms and categories for places, colloquial understandings that we carry into our roles as students and scholars of comparative education. While becoming socialized into shared professional discourses may partially reconstruct the meaning of these labels, the process by which we assign terms to places has not received much explicit attention. As former students and current researchers and professors in the field, we recognize that these terms play a fundamental role both in structuring our comparisons and in defining the contexts for our work: in other words, this is how we attribute meaning by creating associations with specific other places. Given the centrality of labels and

Reconsidering Phase 1 of the IEA Civic Education Study

The comparison of qualitative data across a large number of cases has great potential for researc... more The comparison of qualitative data across a large number of cases has great potential for research into civic education worldwide. The IEA study made important strides in collecting appropriate data and in developing techniques to analyze that data. The Octagon Model used in the study captures the complexity of political socialization, but systematic research into all of its dimensions is virtually impossible. Ethnography has different emphases, but has great flexibility to adapt to many contexts, while research designed for comparability often excludes important differences. Together, they can provide a rich set of perspectives on the development of citizens around the world.

Critical reflections on reimagining civic education: How diverse societies form democratic citizens: A roundtable book discussion

Culture is critical to citizenship education, but its roles are not well understood. Traditional ... more Culture is critical to citizenship education, but its roles are not well understood. Traditional models of political socialization are rooted in a simplistic conception of direct transmission from teacher to student. However, Dr. Judith Torney-Purta, who directed the 1999 IEA civic education ...

Internationalising colleges of education through the dialectic of the global and the local? A perspective and possible pathways from the American South

Intercultural Education, 2016

Abstract Most schooling disproportionately emphasises national affairs at the expense of more glo... more Abstract Most schooling disproportionately emphasises national affairs at the expense of more global and local phenomena. Students’ resulting nation bias can be resituated both internationally and more locally by integrating internationalisation policies with place-based education approaches, which help to illuminate these different levels and, particularly, the extensive and complex interconnections between them. This task is particularly critical for colleges of education, where higher education internationalisation policies have the greatest potential to expand the perspectives of public school students. This article uses three cases drawn from the authors’ teaching and local service initiatives to illustrate the educational potential for future teachers and school administrators of working to broaden students’ perspectives through a ‘dialectic of the global and the local’.

Contemporary Debates in Holocaust Education

European Education, 2015

Compliant Policy and Multiple Meanings: Conflicting Holocaust Discourses in Estonia

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 2015

This chapter uses a sociocultural approach to analyse the formation and implementation of policy ... more This chapter uses a sociocultural approach to analyse the formation and implementation of policy around Estonia’s Holocaust Day, a day of both commemoration for victims of the Holocaust and other crimes against humanity, and education about the Holocaust. It investigates both the multi-level development of the policy in light of external pressure (from foreign advocates and transnational groups including NATO and the Council of Europe) and the ways in which policy as normative discourse was constructed and its meanings negotiated between international sources, the national government, and educators. It draws attention to the multifaceted nature of discourse in a post-authoritarian context where power disparities further complicate an already complex transnational policy environment.

The "ins" and "outs" of physical activity policy implementation: inadequate capacity, inappropriate outcome measures, and insufficient funds

The Journal of school health, 2014

Despite broad public support and legislative activity, policies intended to promote physical acti... more Despite broad public support and legislative activity, policies intended to promote physical activity in schools have not produced positive outcomes in levels of physical activity or student health. What explains the broad failure of Physical Activity Policies (PAPs)? Thus far, PAP research has used limited quantitative methods to assess PAP outcomes. New paradigms of qualitative policy implementation research can make important contributions to explaining the causes of policy failure and to the future design of more efficacious PAP legislation. This analysis is a case study of South Carolina's 2005 Student Health and Fitness Act (SHFA). Written documents, investigators' observation and experience, and an interview with a key stakeholder were analyzed to for themes based on theoretical frameworks from education implementation research including (1) bottom-up and top-down perspectives, (2) conceptualizing policy as practice, and (3) the implementer as learner. "Weak poli...

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Epistemological Aspects of Holocaust Education: Between Ideologies and Interpretations

As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice, 2015

This chapter analyses the role of epistemology within the scholarship on Holocaust education. Epi... more This chapter analyses the role of epistemology within the scholarship on Holocaust education. Epistemology deals with questions of what knowledge is, what counts as knowledge, the sources of knowledge, the different kinds of knowledge, and what we can know, or the boundaries of knowledge. It argues that researchers and practitioners of Holocaust education should engage with epistemological questions and their implications for teaching and learning about the Holocaust.

The Globalizing Labor Market in Education: Teachers as Cultural Ambassadors or Agents of Institutional Isomorphism?

Peabody Journal of Education, 2014

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Research in teaching and learning about the Holocaust : a dialogue beyond borders

Reimagining Civic Education: How Diverse Societies Form Democratic Citizens

The view from the school: students and teachers negotiating democratic citizenship -- Not just fo... more

How does education about the Holocaust advance global citizenship education? A critical examination of the research; 2018

How does education about the Holocaust advance global citizenship education? How Does Education a... more

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As the witnesses fall silent

The Politics of the Holocaust in Estonia : Historical Memory and Social Divisions in Estonian Education

The description of what was needed—hard work, concrete action, and tangible contributions to Euro... more The description of what was needed—hard work, concrete action, and tangible contributions to European security—creates an expectation that some military changes will be prescribed: better facilities, training, or hardware, for example, or perhaps even some specific contribution the Baltic states could make in Afghanistan or against Al Qaeda, the Taliban, or terror generally. The very first example she cited, however, of the concrete action and

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Estonia: An Overview, 1970–2014

Education in the European Union Post-2003 Member States

Introduction to the open file

Introduction to the Open File

Prospects, Mar 1, 2010