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123 résultats trouvés
Between Transmission and Conflict Mediation: On the Handling of “Problematic” Forms of Appropriation of Nazi History in Multicultural School Classes Année de publication: 2000 Auteur: 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 
Constructions of Generational Relations: Childhood and the Theme of National Socialism in Primary-School Education Année de publication: 2012 Auteur: Alexandra Flügel The original title: Konstruktionen des Generationalen Verhältnisses: Kindheit und das Thema Nationalsozialismus im Grundschulunterricht(Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus, Supplement 8, pp. 75–84) This is a qualitative study, based on the results in Fügel 2009, of German primary school children’s communication about Nazism and the Holocaust. It demonstrates how interwoven these exchanges are with general German memory discourses about these topics, but also how the children already at the age of 9–10 reflect upon their need to learn about this dark side of German history.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. 
Holocaust Remembrance and Education: Our Shared Responsibility; International Day of Commemoration in Memory of the Victims of the Holocaust Année de publication: 2018 Auteur institutionnel: UNESCO This brochure describes the occasion "International Day of Commemoration in Memory of the Victims of the Holocaust". For this occasion, from 22nd to 25th January, UNESCO, in partnership with the Shoah Memorial, has organised a series of events: a screening of Claude Lanzmann’s Four Sisters, a round table, an official ceremony, and exhibitions. 
Collected: Educational Project about “Learning from Biographies” in General Sciences in Primary School Année de publication: 2006 Auteur: A. Becher Original Title: Eingesammelt: Ein Unterrichtsprojekt zum‚ “Lernen an Biographien” im Sachunterricht der Grundschule(In D. Pech, M. Rauterberg, & K. Stocklas, (Eds.). Möglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule, Supplement 3, pp. 17–34) The article presents a project aimed at developing suitable methods for Holocaust Education already in the German primary school. Based on Ido Abram’s three-step-program as well as Wolfgang Klafki’s critical didactics, the project has developed a biographical approach to create possibilities for identification among the students. This is tested in a 3rd grade class and is thereafter evaluated.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 Time Period of the Holocaust in the Beliefs of Primary School Children – Children’s Perspectives and the Thematization of the Holocaust and National Socialism in Primary-School Instruction (in General Subjects) Année de publication: 2012 Auteur: Andrea Becher The original title: Die Zeit des Holocaust in Vorstellungen von Grundschulkindern – Perspektiven von Kindern und die Thematisierung von Holocaust und Nationalsozialismus im (Sach-)Unterricht der Grundschule(In I. Enzenbach, C. Klätte, & D. Pech, (Eds.). Kinder und Zeitgeschichte: Jüdische Geschichte und Gegenwart, Nationalsozialismus und Antisemitismus, Supplement, 8, pp. 101–120) This is a summary of a study of German primary school children’s beliefs about the Holocaust, based on interviews conducted in two classes in 2005. The author finds that the children almost exclusively focus on Hitler; that one can find “latent anti-Semitic fragments” in their statements; that, even without formal education, the pupils still possess knowledge about the Holocaust; and their main source of information about Nazi Germany seems to be family members. However, the family narratives mainly touch upon everyday-life and avoid the topic of the Holocaust. From these findings, the author argues that one could and should teach the Holocaust already in the German primary school. 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. 
“Just Don’t Moralize!” Emotional Processes in the Pedagogical Engagement with National Socialism Année de publication: 2008 Auteur: Gudrun Brockhaus The original title: “Bloß nicht moralisieren!” Emotionale Prozesse in der pädagogischen Auseinandersetzung mit dem Nationalsozialismus(Einsichten und Perspektiven, Bayerische Zeitschrift für Politik und Geschichte, 1(8), pp. 28–33.) The article is a critical reflection on the outcomes of an empirical study (Kühner 2008; Kühner et al. 2008), based on a psychological/psychoanalytical perspective: how should we deal with emotions when dealing with the Holocaust? The author highlights the teachers’ very high expectations regarding the emotional Betroffenheit, the pressure on consensus, and the tabooisation of “political incorrectness” in the classroom, tendencies that can lead to a problematic teacher-student relationship. Thus, teachers encounter specific didactical difficulties and show a certain lack of self-assertion. Brockhaus assumes that this is based on how the teacher relates, as a person and as a pedagogue, to the heritage of National Socialism. Brockhaus concludes by insisting on the necessity to reflect openly, as students and as teachers, on the emotional processes and the reluctance caused by the topic of the Holocaust in this society. 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 Holocaust – A Theme for Instruction in General Subjects? Année de publication: 2006 Auteur: H. Deckert-Peaceman The original title: Holocaust – ein Sachunterrichtsthema?(Möglichkeiten und Relevanz der Auseinandersetzung mit dem Holocaust im Sachunterricht der Grundschule. Supplement, 3, pp. 35–50) An interesting discussion about the Holocaust as a topic for younger children, and especially about the use of youth literature in Holocaust education, but not an empirical analysis.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. 
Holocausto : Preguntas, respuestas y propuestas para su ensenanza Année de publication: 2010 Auteur institutionnel: Argentina. Ministerio de Educacion This publication, released by the "Education and Memory" department of the Ministry of National Education of Argentina, is a handout to think about, debate and discuss some of the issues relevant to teaching about the Holocaust. Holocausto : Preguntas, respuestas y propuestas para su ensenanza Année de publication: 2010 Auteur institutionnel: Argentina. Ministerio de Educacion This publication, released by the "Education and Memory" department of the Ministry of National Education of Argentina, is a handout to think about, debate and discuss some of the issues relevant to teaching about the Holocaust. Holocauste: questions, réponses et propositions pour l'enseignement Année de publication: 2010 Auteur institutionnel: Argentina. Ministerio de Educacion Cette publication, publiée par le «Education et Mémoire » département du Ministère de l'Education Nationale de l'Argentine, est un document à réfléchir, débattre et discuter de certaines des questions relatives à l'enseignement de l'Holocauste.