Resources
Explore a wide range of valuable resources on GCED to deepen your understanding and enhance your research, advocacy, teaching, and learning.
1,462 Results found
Teaching approaches that help to build resilience to extremism among young people Year of publication: 2011 Corporate author: United Kingdom. Department of Education This is a summary for decision-makers – policy- makers, school leaders, teachers and other practitioners, such as youth and community workers – of the key ingredients of evidence-based teaching approaches and interventions that are effective in building resilience to extremism among young people. It also details support factors in schools and other education settings that maximize the benefits and impact of such interventions. 
Emotionen, Geschichtsbewusstsein und die Themenzentrierte Interaktion (TZI) am Beispiel des Unterrichtsprojekts zum Außenlagerkomplex Kaufering/Landsberg: “Wir machen ein KZ sichtbar” Year of publication: 2012 Author: B. Fenner Corporate author: University of Ausgsburg Based on theme-centred interaction theory, the authors analyse a project in which a group of German 9th and 10th grade students participate in a project, “We make a Concentration Camp visible,” aimed at recreating the history of the so called Lager XI, one of the eleven satellite camp complexes of Dachau concentration camp, and make an exhibition about the camp. 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 http://www.holocaustremembrance.com/publications. 
Jugendliche aus Einwandererfamilien und die Geschichte des Nationalsozialismus Year of publication: 2003 Author: V. B. Georgi Based on 55 interviews with young Germans with immigrant family background from the age of 15–20, Giorgi constructs a typology of how they position themesleves to the German Nazi past. 
Nationalsozialismus im Geschichtsunterricht: Beobachtungen unterrichtlicher Kommunikation Year of publication: 2002 Corporate author: Johann Wolfgang Goethe University This is a pilot study about the potential of history education about Nazism and the Holocaust. The aim is, 1) to establish whether it is possible to conduct empirical analysis about “Education after Auschwitz,” and 2) based on empircal observation improve the theoretical assumptions about the relationship between education and the specific theme of Nazism and the Holocaust. The empirical part consists of five case studies about different aspects of “Holocaust education” in two Upper Secondary schools in Frankfurt.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 http://www.holocaustremembrance.com/publications. 
Trauerimperativ: Jugendliche und ihr Umgang mit dem Holocaust (-Denkmal) Year of publication: 2013 Author: M. Klein Corporate author: Bundeszentrale für politische Bildung The author analyzes German student’s visit at the memorial for the murdered Jews in Berlin. Empirical qualitative study.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 http://www.holocaustremembrance.com/publications. 
Zwischen Vermittlungsanspruch und emotionaler Wahrnehmung: Die Gestaltung neuer Dauerausstellungen in Gedenkstätten für NS-Opfer in Deutschland und deren Bildungsanspruch Year of publication: 2009 Author: Thomas Lutz Over the last decade, as part of the federal concept for memorial sites, twenty new permanent exhibitions were developed. This dissertation undertakes to examine exhibitions created at memorial sites for victims of the Nazi regime from an educational and museological viewpoint. Expert interviews with exhibition curators serve as the basis for the empirical study. The author has worked for many years in the field of memorial museums education. He applied “action research,” developed in German-speaking countries under the term “Handlungsforschung.” The study analyzes the specific characteristics of the work conducted in museums, memorial sites and educational centres and also addresses the strained connection between commemoration and learning in the educational work of the memorial museums for the Nazi victims. The study also evaluates the practical impact of these aims. The very intense form of commemorative work that is conducted in Germany is justified by the nature of its subject matter: the stigmatization of specific victim groups during the Nazi era according to a system of political, racist-biological and social characteristics and the vast dimensions of the genocide. The socially and politically explosive nature of this task is manifested by the commemoration of the “other” victims as well as by the responsibility that Germany bears for addressing its “own” perpetrators in society. The central findings of the study show that the new exhibitions embrace a much more comprehensive foundation of historical material (historical knowledge, building history and archeological significance of the crime sites, written and audio-visual survival testimony and artifacts) as was previously the case. The professionalization of the “field of memorial museums” has led to a more intensively reflected and sensitive approach to handling documents, illustrations and objects on display in a museum. In particular, the significance of the relationship between the artifacts and their location, their sources, an appreciation for their origins and a critical reflection of what it is they convey is achieved. This also applies to photography. (Written by author) 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 http://www.holocaustremembrance.com/publications. 
Die “Erziehung nach Auschwitz” und das kulturelle Gedächtnis in der Schule: Eine qualitative Studie zur Rekonstruktion von Geschichtsbildern und didaktisch-methodischen Konzepten exemplarischer Gymnasialgeschichtslehrer der zweiten und dritten Generation in Baden-Württemberg Year of publication: 2014 Author: Bertram Noback This is a qualitative study based on interviews with 56 German history teachers working in different upper secondary schools in Baden-Württemberg. The author asks whether the theme of National Socialism is considered to be a normal topic in history teaching for contemporary German teachers or if they view it as key problem for education in schools. He therefore tries to reconstruct teachers’ images of history and their subjective theories concerning the treatment of National Socialism in history education. Among history teachers of the third generation the author distinguishes between three ideal types which he believes reflect different attitudes to society’s and the schools’ treatment of the Nazi period. He also identifies six different ideal types in terms of educational concepts concerning teaching about the Holocaust. 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 http://www.holocaustremembrance.com/publications. 
Holocaust Education: Lehrplanrecherche, TV-Recherche und Untersuchungen Year of publication: 2011 Author: U. Schmidt-Denter | S. Stubig Corporate author: Universität zu Köln This research report contains a) a review of the conclusions of earlier research on Holocaust education as well as a review of German school curricula, b) an empirical quantitative study of the presence of the Nazi period in German television programmes 1 January 2010 – 31 March 2010, c) a group interview with a history teacher and 28 students from the 10th grade of an Upper Secondary school in Nordrhein-Westfalen. 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 http://www.holocaustremembrance.com/publications. 
تعليم القيم الأميركية : دور كتب الإجتماعيات المدرسية الأميركية Year of publication: 2005 Author: بيدرسون، باتريشيا Corporate author: Lebanese Association for Educational Studies (LAES) يتناول البحث دور كتاب الاجتماعيات في الولايات المتحدة الأمريكية في نقل القيم إلى جمهور التلاميذ، فيشيير إلى عدم وجود منهج واحد للاجتماعيات في هذا البلد ولكن ذلك لا يمنع الولايات أو بعضها من استعمال كتاب مدرسي واحد أحياناً. وتشدد كتب الاجتماعيات الأمريكية على قيم المواطنية الصالحة والتعاون والاعتماد المتبادل والتسامح في بلد يتميز بتعددية عرقية ودينية وقومية كثيرة. كما تشدد الكتب على مهارات الاستعلام التي هي ضرورية في أي وضعية ديموقراطية نشيطة. وتتكفل كتب الاجتماعيات بمهمة نقل مواصفات الهوية القومية الأمريكية ولذلك فإن هذه الكتب تشكل نافذة للإطلاع على القيم والمعتقدات التي تسود في المجتمع الأمريكي. من جهة أخرى، يطال البحث تطور المفاهيم والقيم الاجتماعية الأمريكية من المرحلة العنصرية البيضاء إلى مرحلة التعددية الثقافية الراهنة القائمة على الحرية والفصل بين الدين والدنيا والحكم ودولة القانون والفردية وحقوق الإنسان. ويتحدث البحث عن خمس مجموعات من المعايير الخاصة بالعلوم الاجتماعية وتدريسها والتي صدرت في تسعينيات القرن الماضي في أمريكا، وهي تشكل منطلقاً. لبناء مناهج الاجتماعيات في مختلف الولايات الأمريكية ولتقويم تحصيل التلميذ في هذه المادة. وهكذا فقد أصبح لدى ناشري الكتب المدرسية الأمريكية تبرز تقليدياً الولايات المتحدة كبلد يمضي قدماً دائماً ويستطيع فيه كل فرد أن يحقق النجاح. Teaching American Values: The Role of Social Studies Texbooks in the U.S. Year of publication: 2005 Author: بيدرسون، باتريشيا Corporate author: Lebanese Association for Educational Studies (LAES) The study addresses the role of social studies textbooks in the U.S. in teaching values to students. Although there is no unified curriculum for social studies in the U.S., individual U.S. states, or groups of states, might opt to use the same textbook. American social studies books emphasize the values of good citizenship, cooperation, mutual dependence and tolerance in a country characterized by wide ethnic, religious, and cultural diversity. Textbooks also emphasize information-seeking skills, which are necessary in any active democratic situation. Social studies textbooks undertake the mission of teaching the components of the American national identity, and this allows to view values and beliefs prevalent in American society. On the other hand, the study addresses the development of American social concepts and values from the white racist era to the current era of cultural pluralism, a concept built around freedom, separation between religion and the State, individualism, authority of the law and human rights. The study discusses five groups of standards, issued in the 1990’s, that are used in teaching social studies. They constitute a platform for developing social studies curricula in different U.S. states and for assessing students achievement in this subject. American textbook publishers, thus, have at their disposal standards that traditionally present the U.S. as a constantly forward-looking country, and one in which every individual can achieve success.