์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
3 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Learning the lessons of the Holocaust? A critical consideration of the antiracist and citizenship potential of Holocaust education in English secondary schools ๋ฐํ ์ฐ๋: 2010 ์ ์: Alice Pettigrew In this paper I draw upon data collected as part of a national study of current practice in Holocaust education within English secondary schools. The paper emphasises the importance placed by teachers from a variety of subject backgrounds upon study of the Holocaust as an opportunity to explore citizenship related and antiracist concerns. However, the paper also identifies and discusses a number of potential challenges and possible limitations apparent in this approach. (By the author) Tirer les leรงons de l'Holocauste? Un examen critique du racisme et de la citoyennetรฉ potentiel anti enseignement de l'Holocauste dans les รฉcoles secondaires anglaises ๋ฐํ ์ฐ๋: 2010 ์ ์: Alice Pettigrew Dans cet article, je dessine sur les donnรฉes recueillies dans le cadre d'une รฉtude nationale de la pratique actuelle dans l'enseignement de l'Holocauste dans les รฉcoles secondaires anglaises. Le document met l'aCECnt sur l'importance accordรฉe par les enseignants ร partir d'une variรฉtรฉ de sujets d'horizons sur l'รฉtude de l'Holocauste comme une occasion d'explorer la citoyennetรฉ prรฉoccupations connexes et antiracistes. Toutefois, le document identifie et examine un certain nombre de dรฉfis potentiels et les limites possibles apparentes dans cette approche รฉgalement. (Par l'auteur) Teaching about the Holocaust in English Secondary Schools : An empirical study of national trends, perspectives and practice ๋ฐํ ์ฐ๋: 2009 ์ ์: Alice Pettigrew | Stuart Foster | Jonathan Howson | Paul Salmons | Ruth Anne Lenga | Kay Andrews The aims were to examine when, where, how and why the Holocaust is taught in state-maintained secondary schools in England, and to inform the design and delivery of a continuing professional development (CPD) programme for teachers who teach about the Holocaust. A two-phase mixed methodology was employed. This comprised an online survey which was completed by 2,108 respondents and follow-up interviews with 68 teachers in 24 different schools throughout England. The research reveals that teachers adopt a diverse set of approaches to this challenging and complex subject. In the report, teachersโ perceptions, perspectives and practice are presented and a range of challenges and issues encountered by teachers across the country are explicitly identified. The research shows that, although most teachers believe that it is important to teach about the Holocaust, very few have received specialist professional development in this area. It also shows that many teachers find it a difficult and complicated subject to teach, and that they both want and need support to better equip them to teach about the Holocaust effectively.(By the author)