Recursos
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123 resultados encontrados
South African Holocaust & Genocide foundation A unique initiative on the African continent, the South African Holocaust and Genocide Foundation is dedicated to creating a more caring and just society in which human rights and diversity are respected and valued. Centres covered by the Foundation serve as memorials to the six million Jews who were killed in the Holocaust and all victims of Nazism, teach about the consequences of prejudice, racism and discrimination, and promote an understanding of the dangers of indifference, apathy and silence. Website of Memorial and Museum of Auschwitz-Birkenau The Auschwitz-Birkenau German Nazi Concentration and Extermination Camp was added to the UNESCO World Heritage List in 1979. The website of the Auschwitz-Birkenau State Museum gives access to historical information and documentation about the camp and provides educators and students with various educational resources. Site du Mémorial et Musée d'Auschwitz-Birkenau La concentration d'Auschwitz-Birkenau allemand nazi et Extermination Camp a été ajouté à la Liste du patrimoine mondial de l'UNESCO en 1979. Le site du Musée d'Etat d'Auschwitz-Birkenau donne accès à l'information et à la documentation historique sur le camp et fournit aux éducateurs et aux élèves diverses ressources éducatives. Teaching about the Holocaust : Major educational predicaments, proposals for reform, and change - An international perspective Año de publicación: 2013 Autor: Zehavit Gross The aim of this article is to analyze the findings of a research project on how the Holocaust is taught around the world. The project analyzes central issues and educational events that occur while teaching the Holocaust "behind the classroom door," in public schools in different countries. Researchers from 10 nations participated in the project: Germany, Austria, Switzerland, Poland, Estonia, Scotland, Australia, the United States, Canada and Israel. One of the major findings of this research was that although the official establishment is very interested in teaching the subject of the Holocaust, teachers can find it hard to teach because of resistance by their students, who occasionally react in class with cynical, racist, anti-Semitic and antidemocratic remarks. In all the countries, researchers indicate three principal ways of handling the question of the Holocaust: education, teacher training, and research. (By the author) The challenges of Holocaust introduction and remembrance - particular and universal aspects in formal and informal interdisciplinary curricula in Israel and abroad Año de publicación: 2011 Autor: Nitza Davidovich | Dan Soen | Anat Hezkelovich In the present framework, an attempt was made to compare Holocaust instruction in Israel and in France. The comparison between the formal and informal curricula in both countries shows that both systems share this study's basic assumption concerning the inherent potential of teaching the Holocaust to the younger generation. Nevertheless, each country has a clear goal toward which it directs its students. The State of Israel, the Jewish state, perceives the Holocaust mainly through nationalist and Zionist eyes, directing the younger generation to learn particular lessons. The French model, in contrast, represents a shortened version ... devoted to the universal lessons of the Holocaust. But in the end, both systems would benefit by adopting some of the elements of the other. (By the author) 
Teaching the Holocaust : Practical approaches for ages 11-18 Año de publicación: 2015 Autor: Michael Gray Teaching the Holocaust is an important but often challenging task for those involved in modern Holocaust education. What content should be included and what should be left out? How can film and literature be integrated into the curriculum? What is the best way to respond to students who resist the idea of learning about it? This book, drawing upon the latest research in the field, offers practical help and advice on delivering inclusive and engaging lessons along with guidance on how to navigate through the many controversies and considerations when planning, preparing and delivering Holocaust education. Whether teaching the subject in History, Religious Education, English or even in a school assembly, there is a wealth of wisdom that will make the task easier for you and make the learning experience more beneficial for the student. (By the publisher) Genocide & The Shoah (The Holocaust) : Intellectual Tools for Education & Public Policy Decision The article reviews anti-Semitism from a multi-disciplinary perspective by focusing on the influence of American anti-Semitism on the German Nazis; exploring the endurance of anti-Semitism in Germany via its intellectual and scholastic elite; and exploring the political psychology of Hitlerism prior to the Second World War. The article then examines the problem that although anti-Semitism may be a necessary condition of genocide, it is not a sufficient one. This required the understanding of the jump from anti-Semitism, that is repressive and dominating, to the decision to exterminate a population of human beings completely. This also required a more carefully exploration of the specific features of the Nazi decision process as well as its framework of social control. With this background, the article focuses on developing the theoretical and methodological intellectual skills that have been developed in the context of the policy sciences in order to provide an approach to the challenges generated by the problems of mass murder and genocide, which would guide policy makers to more realistic, timely and effective interventions. The article then explores distinctive but interrelated intellectual tasks that are required for research to guide inquiry and policy making and which include a disciplined commitment to the clarification of the value goals implicated by the problems of mass murder and genocide. These intellectual tasks require a careful specification of the trends in past decisions that have sought, in some measure of efficacy, to respond to these problems. They would also require an understanding of the scientific conditions that have shaped the nature of these trends in order to be able to forecast about the prospect of genocide and mass murder, which could be understood as a tentative forecast of an optimistic and a pessimistic nature, and the possibility of constraining it. Finally, theory requires an element of creativity. That creativity would be expressed in terms of the provided interaction between human values and the art/aesthetic process, which is suggested as a tool for realizing the never again goal. The creative aspect of this would be the invention of strategies that might direct intervention of a trend in the direction of a more optimistic possible future. (By the author) 
Holocaust Education in Ontario High Schools: An antidote to racism? The premise underpinning this article is that if the Holocaust is taught well, it can help to promote anti-racist goals. The need to realize the Holocaust's anti-racist potential is self-evident, but is arguably greatest where conventional anti-racism (aimed at enhancing the life chances of visible minorities) is under threat. Such a situation currently exists in Ontario, where the right wing Progressive Conservative party was elected to office in June 1995. The uncertain future of anti-racism in the province provides the background to this article. It examines the teaching of the Holocaust in Ontario high schools and reports the findings of a survey carried out among history staff in May 1998. Various ways are suggested in which the teachers involved (and others elsewhere) might alter their approach to the Holocaust in order to strengthen its contribution to anti-racist education. (By the author) 
Teaching the Holocaust: The relevance of children's perceptions of Jewish culture and identity The Holocaust is now part of the history curriculum for all 11-14-year olds in maintained schools in England and Wales. In this paper it is argued that for the Holocaust to be taught effectively, teachers will need to have some idea of how children within this age group perceive Jewish culture and identity. The empirical core of the paper attempts to go some way towards meeting this need. Seventy-two children aged between 12 and 14 were interviewed in order to explore their knowledge of Judaism, the nature of any misconceptions they may have about the faith, the extent to which they appreciate the commonalities between Judaism and Christianity and their awareness of anti-Semitism. The paper concludes with a discussion of the policy implications of the findings. (By the author) 
The role of the Holocaust in antiracist education: A view from the United Kingdom The failure of antiracist educators in the United Kingdom to engage seriously with the issue of anti‐Semitism provides the background to this article. With specific reference to the Holocaust, it argues that a lack of interest among antiracists in how the subject is taught has had a number of adverse consequences. These include the forfeiture of a potent vehicle for reinforcing and advancing the aims of antiracism and the loss of the unique contribution that a study of the Holocaust can make to an understanding of racism. Lack of interest in the Holocaust has also meant that inadequate consideration has been given to the consequences for antiracist education of the subject being taught badly. To obviate these drawbacks, the article advocates a definition of racism that can embrace anti‐Semitism and thereby facilitate the involvement of antiracists in teaching about the attempted annihilation of European Jewry. (By the author)