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Problématique des rapports entre Histoire et mémoire(s) This website was created by two history teachers, Jean-Pierre and Jocelyne Husson in order to perpetuate the memory of the the two World Wars. By collecting all types of documents (testimonies, normative instruments and literature reviews) these two researchers want to advance the work on Holocaust remembrance. Problématique des rapports entre Histoire et mémoire(s) Ce site a été créé par deux professeurs d'histoire, Jean-Pierre et Jocelyne Husson afin de perpétuer le souvenir des deux guerres mondiales. En recueillant tous les types de documents (témoignages, instruments normatifs et revues de la littérature), ces deux chercheurs veulent faire avancer les travaux sur la mémoire de l'Holocauste. Programs and resources for educators from USC Shoah Foundation The USC Shoah Foundation Institute for Visual History and Education holds the largest archive of testimonies of Holocaust survivors in the world. It provides access to a large number of video testimonies, lesson plans for teachers, various pedagogical resources. It includes also a section of testimonies of survivors of Armenia, Rwanda and Cambodia. Programmes et ressources pour les éducateurs de la Fondation USC Shoah La Shoah Foundation Institute USC pour l'histoire visuelle et de l'éducation détient les plus grandes archives de témoignages de survivants de l'Holocauste dans le monde. Il donne accès à un grand nombre de témoignages vidéo, des plans de leçon pour les enseignants, les différentes ressources pédagogiques. Il comprend également une section de témoignages de survivants de l'Arménie, au Rwanda et au Cambodge. 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. 
Understanding Policy Instrument Choice Concerning Citizenship in Education and Youth Policies: A Typology of Public Tools Année de publication: 2018 Auteur: Valérie Becquet Auteur institutionnel: Lien social et Politiques Whether at European or at national level, issues relating to the citizenship of young people are present in public debates and give to the implementation of specific tools. The past and the recurrence of setting up this issue on the agenda invites to reflect on the dynamics of public action. This article presents a typology of the tools gradually developed in two public sectors that concern young people: education and youth. Based on a policy instrument choice approach, it highlights that the choices made by public decision-makers to deal with citizenship issues lead to a multiplication and a diversification of the tools. This proliferation introduces suppose to reflect on the legibility of public action: if those mechanisms can be seen as complementary and as an opportunity for young people, they can also enter into tension. In a context of generational renewal of the electorate, it also calls for reflection on the consequences for young people’s practices and on the building of the perception of citizenship. Comprendre l’instrumentation des questions de citoyenneté dans les politiques d’éducation et de jeunesse : une typologie des dispositifs d’action publique Année de publication: 2018 Auteur: Valérie Becquet Auteur institutionnel: Lien social et Politiques Que ce soit au niveau européen qu’au niveau national, les enjeux relatifs à la citoyenneté des jeunes sont présents dans les débats publics et donnent lieu à la mise en place de dispositifs spécifiques. L’ancienneté et la récurrence de la mise à l’agenda de cette question invitent à réfléchir sur les dynamiques de l’action publique. Cet article propose une typologie des dispositifs progressivement développés dans deux secteurs publics qui interviennent auprès des jeunes : l’éducation et la jeunesse. En mobilisant une approche par les instruments d’action publique, il met en évidence que les choix opérés par les décideurs publics pour traiter des questions de citoyenneté conduisent à une multiplication et à une diversification des dispositifs. Cette prolifération interroge la lisibilité de l’action publique : si les dispositifs peuvent apparaître complémentaires et constituer une opportunité pour les jeunes, ils peuvent aussi entrer en tension. Dans un contexte de renouvellement générationnel du corps électoral, elle invite également à réfléchir sur les conséquences sur les pratiques des jeunes et sur la construction de leur représentation de la citoyenneté. Teaching about the Holocaust : Major educational predicaments, proposals for reform, and change - An international perspective Année de publication: 2013 Auteur: 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 Année de publication: 2011 Auteur: 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 and Studying the Holocaust - Annoted version Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. (By the publisher)