الموارد
استكشف مجموعة واسعة من الموارد القيمة حول تعليم المواطنة العالمية لتعميق فهمك وتعزيز البحث والمناصرة والتعليم والتعلم.
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Never again!: how the lessons from Auschwitz project impacts on schools in Scotland As the education for citizenship agenda continues to make an impact on schools in Scotland, and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government organizing its Lessons From Auschwitz Project for Scottish students and teachers until 2011, this study aimed to investigate the school processes by which students were chosen to participate in the Lessons From Auschwitz (LFA) project; examine student and teacher perceptions of the LFA Project; investigate the impact the LFA Project has on student citizenship values and on their schools and communities; and investigate the impact the LFA Project has on teachers. (By the author) National Socialism and the Holocaust in West German school books The author differentiates five phases of representation of the Holocaust in West German history books and lessons. Attempts to deal with the subject in a serious and comprehensive way in some post-war school textbooks were repressed in the 1950s. The students' movement, intensive research work and increased political attention on right-wing tendencies brought a change in the 1960s. New didactic methods such as source work and regional historical approaches were adopted, intended to give pupils greater insight into the individual areas of dictatorship and enable them to form their own opinion of the activities at that time. In the meantime, National Socialism is usually the area of German 20th century history dealt with in the most detail. The increasing distance in time to the period in question, the dissolution of the Socialist bloc, reunification and the multicultural nature of school classes have produced new teaching conditions, which on the one hand create a greater distance from the subject but on the other hand call for comparison of genocide, war and exile in the present time or from the history of other peoples. (By the author) Entre generaciones. La experiencia de la transmisión en el relato testimonial. Profesorado. Revista de currículum y formación del profesorado The purpose of this paper is to rethink the relationship between experience and education, when what we face, as readers, learners and educators, is an altogether inconceivable experience: the account of the surviving witness of the concentration camps, a literary genre that is the end of the Bildungsroman or coming-of-age novel. Some questions guide this effort: Is there any way to read and give our young people, within the discourse of the learning society, where the crisis of transmissions is more than evident, some texts suggesting a discontinuous type of transmission? What kind of experience is the experience of reading this literature? What learning experience and transmission does it contain, if any? (By the author) Memoria, trasmissione e verità storica How can we explain the contradiction between, on the one hand, the decline of teaching in contemporary history, which necessarily brings about the decline of the "Shoah" historical event itself, and, on the other hand, the ever growing attention on the memory of the genocide of the Jews? In the past year alone, ten " memory trains" left Italy with more than fifteen thousand students to visit Poland - thereby making our country the third country in the world in terms of the number of visitors to Holocaust sites. Under the banner of the "duty of memory" and an approach to the Shoah, with more and more devotion to human rights and moral education, most teachers prefer to focus on the visit to the places of the massacre and on the testimonies of survivors, rather than on a historical and political reconstruction of the context and the facts. Precisely because the narrator-victims are survivors of the camps, they are the mediators between the darkness of the obscene world they were compelled to see, and the world of the listeners: they are the human faces of a universe of nameless victims, and their stories are the key for us to question our sense of responsibility. However, with no solid historical teaching, their narration elicits only an emotive participation; it provides the impression that we have fulfilled a moral duty, but it remains, in actual fact, incomprehensible. (By the author) 
Transmettre la Shoah : Dans la famille, à l'école, dans la cité This volume deals with transmission of the history and the memory of the Shoah within the family as well as in school, in museums, in cultural productions (cinema, literature and art), and in legislation. Two countries are in the centre of the analysis : France and Israel. France with its history of the "Vel d'Hiv" and the Rivesaltes and Chambon-sur-Lignon camps. And Israel against the background of the Eichmann trial and the aftermath of "Shoah" by Lanzmann. Several contributions deal with transmission, knowledge and social representations of the Shoah. (By the editor) Holocaust Memorial Day in schools - context, process and content: a review of research into Holocaust education The Holocaust was officially remembered in Britain for the first time on 27 January 2001. This is to be an annual event and it is intended that it will provide a focus for work in schools. The paper reviews the findings of research into Holocaust education and discusses the implications for teachers intending to respond to this important initiative. (By the author) Using archival documents, memoir, and testimony to teach about Jewish families during and after the Holocaust Carson Phillips suggests the use of archival documents, memoir and recorded testimony to engage students in learning. Use the three survivor testimonies below, from Czechoslovakia, Hungary and Croatia, in conjunction with those in the Gurewitsch essay (pp. 48–55) for a rich and varied look at the fraught experiences of Jewish families struggling to survive and, ultimately, rebuild their lives. (By the publisher) Bilder, Gefühle, Erwartungen : Über die emotionale Dimension von Gedenkstätten und den Umgang von Jugendlichen mit dem Holocaust What role do emotions play in the way in which young people confront the history of the Holocaust? This article examines memorial sites and video interviews of survivors as interfaces of the representation and appropriation of the past. These contact zones satisfy the need for emotional participation and for information. Videos uploaded by youngsters on the internet following their visit to memorial sites, and short films extracted by pupils from survivor's video interviews, were used as examples in order to examine emotional strategies. These products of involvement point to stored images and ideas mediated by mass media. This repertoire of cultural knowledge and feelings can serve as a template for understanding how young people process the Holocaust emotionally. (By the author) Holocaust Education in Post-Communist Romania As Israeli historian Leon Volovici noted in a recent article, Romania today is marked by the concurrent presence of a prolific nationalistic media with strong anti-Semitic accents and a swell of events dedicated to the history of its Jews. This remarkable paradox is perhaps just one more example of the originality of Romania’s post-communist transition, the more so since the object of both trends is becoming less and less numerous every day: there are only about 9,000, mostly elderly Jews living in contemporary Romania. After 45 years of “relative silence” imposed by the communists and eight more years of “relevant silence” imposed by the neo-communists, as of 1998 the Holocaust is finally mentioned and discussed, but “in the third person”, as it were: it’s true, it happened, but not in Romania! (By the author) Entering the World of a Holocaust Victim: Schoolchildren Discuss a Ghetto Memoir – a Case Study Despite Adorno's famous dictum, the memory of the Shoah features prominently in the cultural legacy of the 20th century and beyond. It has led to a proliferation of works of representation and re-memorialization which have brought in their wake concerns about a 'holocaust industry' and banalization. This volume sheds fresh light on some of the issues, such as the question of silence and denial, of the formation of contemporary identities — German, East European, Jewish or Israeli, the consequences of the legacy of the Shoah for survivors and for the 'second generation,' and the political, ideological, and professional implications of Shoah historiography. One of the conclusions to be drawn from this volume is that the 'Auschwitz code’, invoked in relation to all 'unspeakable' catastrophes, has impoverished our vocabulary; it does not help us remember the Shoah and its victims, but rather erases that memory. (By the author)