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Before the Fire is Extinguished: The Commemoration Work at Nazi Memorial Sites as a Project of Political Learning سنة النشر: 2003 المؤلف: Peter Gstettner The original title: Bevor die Glut verlöscht: Die Erinnerungsarbeit an NS-Tatorten als ein Politisches Lernprojekt(In Jahrbuch für Pädagogik 2003)The author reflects upon his experience of reconstructing Nazi history in Germany. All efforts to spread light upon the dark sides of this history end up in the attempt to break the collective silence and to retune the song from “the good old times.” Memorial sites pedagogy and educational policies must decide the relevance of the past for the present, expose local Nazi history, and set the gaze, across the wall of silence, on the future. Tangible memory work and personal experiences of pain are steps towards makingxsubmerged memories, obliterated traces and forgotten places useful again for an education for democracy and tolerance. (Written by publisher) The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Between Distanced Textual Analysis and Moral Judgment – an Excerpt from Mein Kampf in History Class سنة النشر: 2002 المؤلف: Oliver Hollstein The original title: Zwischen Distanzierter Textanalyse und Moralischer Verurteilung – ein Auszug aus Mein Kampf im Geschichtsunterricht(Pädagogische Korrespondenz, 29, pp. 70–87)This case study analyses how students in a German Upper Secondary class works with an excerpt from Mein Kampf in a thematic block about the Nazi state’s racist ideology and propaganda.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Early Historical Learning about National Socialism and the Persecution of Jews: Family Conditions, Interests and Acquisition of Knowledge among Fourth Graders سنة النشر: 2012 المؤلف: Christina Klätte The original title: Frühes Historisches Lernen über Nationalsozialismus und Judenverfolgung: Familiäre Bedingungen, Interessen und Wissenserwerb bei Viertklässlern(Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus Supplement 8, pp. 85–99) This is a quantitative study of German primary school children’s knowledge about the Holocaust. It demonstrates the importance of family background, family discussion and a general interest in history. It also displays how teachers’ willingness to bring up the Nazi period at a comparatively early age, among other things, depends upon the socio-economic status of the school children’s parents. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
The Memory of Nazism and the Migration Society: Fears, Experiences and Attributions. Intergenerational Historical Consciousness سنة النشر: 2008 المؤلف: Angela Kühner The original title: NS-Erinnerung und Migrationsgesellschaft: Befüchtungen, Erfahrungen und Zuschreibungen(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 52-65) The articles deals with a specific part of the pilot-study (see Kühner et al. 2008) on teachers’ and students’ experiences and representations, i.e. with the dimension of a migration-society. The author suggests to use the idea of “a society of migration as a context,” instead of the “migrants as target group.” This approach allows the author to work out several ways in which the students and teachers position themselves towards the national-socialist past of German society, and how the attribution of guilt, shame or esponsibility to several groups of “Others” serves as an interactive pattern in a migration society. Migration can therefore offer on one hand a tool to project their own fears or feelings, but on the other hand, it can also offer an opportunity for dialog and a higher degree of reflexivity on the past and the present. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Overview of Selected Research Results سنة النشر: 2008 المؤلف: Angela Kühner | Phil. C. Langer | Robert Sigel The original title: Ausgewählte Studienergebnisse im Überblick(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 76-82)The article deals with the results of a pilot study carried out in Bayern, which focuses on the subjective experiences and representations of teachers and students from a social-psychology perspective. The research questions: How does the educational situation reflect remembrance today? How do teachers and students interpret situations of “Holocaust Education,” and what feelings do they report? The study carried out qualitative interviews with students and their teachers, and analyzes the pedagogical setting of history classes in secondary schools. Intercultural and intergenerational dimensions are also analyzed. The authors conclude that both sides, students and teachers, show a high degree of interest to the topic, but also a tendency to Selbst-Überforderung ; thus, concrete possibilities and spaces for self-reflection about their own feelings and conflicting pedagogical aims must be recognized and supported. The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications. 
Between Transmission and Conflict Mediation: On the Handling of “Problematic” Forms of Appropriation of Nazi History in Multicultural School Classes سنة النشر: 2000 المؤلف: Bernd Fechler The original title: Zwischen Tradierung und Konfliktvermittlung: Über den Umgang mit “Problematischen” Aneignungsformen der NS-Geschichte in Multikulturellen Schulklassen(Erziehung nach Auschwitz” in der multikulturellen Gesellschaft: Pädagogische und soziologische Annäherungen, pp.1-18) Discussion of the challenges of Holocaust education a multicultural setting, based on a case when a German 10th grade class visited an exhibition about the Nazi period, something which led to an intense conflict between “German” and “immigrant” students.The above abstract is taken from the International Holocaust Remembrance Alliance Education Research Project. Please also consult the full list of abstracts in 15 languages and the accompanying publication Research in Teaching and Learning about the Holocaust: A Dialogue Beyond Borders. Ed: IHRA, Monique Eckmann, Doyle Stevick, Jolanta Ambrosewicz-Jacobs, 2017, Metropol Verlag at www.holocaustremembrance.com/resources/publications 
Gender Justice, Citizenship and Difference in Latin America سنة النشر: 2010 المؤلف: Maxine Molyneux This article surveys feminist citizenship practices and scholarship on gender, justice, citizenship and rights in Latin America. Feminism’s critique of patriarchal privilege expressed a modern desire for greater individual freedom and collective recognition, a combination that produced tensions and some inconsistencies in regard to the «difference» question, notably in its encounter with indigenous populations. However, central to feminism’s project was the pursuit of both recognition and redistribution, which achieved greater success in the realm of law and politics than in the distribution of public and private goods. A review of Latin American feminism’s achievements reveals a history of substantial advances but a striking persistence of gender inequality, which provides a rich agenda for further investigation. Justicia de Género, Ciudadanía y Diferencia en América Latina سنة النشر: 2010 المؤلف: Maxine Molyneux Este artículo hace un recorrido por las prácticas feministas ciudadanas y los estudios sobre género, justicia, ciudadanía y derechos en América Latina. La crítica al privilegio patriarcal realizada desde el feminismo expresa un deseo moderno de mayor libertad individual y reconocimiento colectivo. Unas peticiones que han producido tensiones y algunas contradicciones en relación a la cuestión de la «diferencia», especialmente en el encuentro con los pueblos indígenas. No obstante, el feminismo siempre se ha dedicado a lograr tanto el reconocimiento como la redistribución; si bien, ha alcanzado más éxito en los terrenos legales y políticos que en la redistribución de recursos públicos y privados. El análisis de los logros del feminismo en América Latina revela una historia de éxitos significativos, pero parciales; y una serie de desafíos para futuras investigaciones al respecto. 
Políticas educativas de atención a la diversidad cultural: Brasil, Chile, Colombia, México y Perú; volumen 1 سنة النشر: 2005 المؤلف: Carolina Hirmas R. | Ricardo Hevia R. | Ernesto Treviño | Pablo Marambio V. المؤلف المؤسسي: UNESCO Santiago Esta publicación consta de tres volúmenes. El primero da cuenta de un análisis de cómo las políticas educativas de cinco países de la región –Brasil, Chile, Colombia, México y Perú- abordan el tema de la diversidad cultural, tanto a través de su legislación como de sus políticas curriculares, de formación de maestros y de gestión institucional.El segundo presenta un conjunto de estudios etnográficos realizados en estos mismos países con el fin de mostrar cómo se da en la vida cotidiana de la escuela el fenómeno de la “discriminación cultural”, la cara opuesta del “pluralismo cultural” que la escuela está llamada a construir. El tercer volumen es un compendio de materiales educativos sobre cinco temas relevantes acerca de la diversidad cultural para ser trabajados con docentes y estudiantes en los centros educativos. 
Inclusion at the University of Meritorious Students in Situations of Social Vulnerability سنة النشر: 2015 المؤلف: Marcela Orellana | Karla Moreno | Francisco Javier Gil المؤلف المؤسسي: UNESCO Santiago | UNESCO Chair on Inclusion in Higher Education The first edition of this work was published by the OREALC / UNESCO Santiago for its dissemination among those attending the Education for All Ministerial Meeting in Latin America and the Caribbean: Balance and Challenges post 2015, within the framework of the Regional Education Project for America Latin America and the Caribbean (PRELAC), held in Lima, Peru on October 30 and 31, 2014. In this second edition, we are pleased to add other inclusion mechanisms that arise from the commitment of the UNESCO Chair in Inclusion in Higher Education, the valuable support from non-profit private foundations and the support of OREALC / UNESCO Santiago. The generation of these alliances constitutes a fundamental contribution to the collection of relevant information for the design of public policy proposals aimed at reducing the inequality gaps in higher education, guaranteeing the right to a quality education and to collaborate in the construction of societies with greater social justice.