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التسامح (اللاعنف) في مناهج المرحلة الابتدائية للمدرسة الجزائرية (مجلة حقول معرفية للعلوم الاجتماعية والإنسانية vol.2, no.1) 발행 연도: 2021 저자: Morad Fatima Zahra | Fantazi Karima 단체 저자: Algeria. Ministry of Higher Education and Scientific Research جاءت هذه الدراسة بهدف الكشف عن وجود وكيفية تناول المقررات الدراسية للمرحلة الابتدائية لقيمة التسامح بشقيها الضمني والصريح وتحديدا مقررات التربية الإسلامية بوصفها أكثر المواد تأكيدا على التعايش مع الآخر والتسامح معه نظرا لما للتربية على التسامح والإقرار بوجود الآخر ووجوب احترامه والاعتراف به من أهمية. ولانجاز هذه الدراسة تم إتباع المنهج الوصفي وتقنية تحليل المحتوى أداة على عينة للمقرر السالف ذكره للسنوات الخمسة المشكلة للمرحلة الابتدائية، كما تم تطبيق التكرارات والنسب المئوية كأسلوب إحصائي. وقد توصلت الدراسة الى ان تناول المقررات الدراسية الوطنية للمرحلة الابتدائية لقيمة التسامح) اللاعنف (جاء متأرجحا بين الطرح الصريح والضمني على الرغم من أهمية الطرح الصريح في مثل هذه المرحلة العمرية وما يتركه من اثر في المتلقي أي التلميذ، كما تم استخلاص ان التربية على التسامح تعد مسؤولية المجتمع ككل وليس المدرسة فقط. Tolerance (Non violence) in the Curricular of Algerian Primary Schools (vol.2, no.1; Journal of Cognitive Fields for Social and Human Sciences) 발행 연도: 2021 저자: Morad Fatima Zahra | Fantazi Karima 단체 저자: Algeria. Ministry of Higher Education and Scientific Research This study aims to identify tolerance values within primary school curricula in two ways: explicitly and implicitly, focusing specifically on Islamic books due to their significant role in instilling values, particularly respect. The study utilizes the descriptive method and content analysis to analyze primary school books spanning five years. Statistical analysis is conducted using duplicates and percentages. The findings indicate that these books predominantly convey tolerance values implicitly rather than explicitly, which is believed to be more readily accepted by children of this age group. It is concluded that fostering tolerance values should be a shared responsibility of both the community and the school, not solely the latter. 
Enseigner Témoigner 발행 연도: 2024 단체 저자: Ligue de l'enseignement, Fédération de Paris & Ibuka France En 1994, environ 1 million de Tutsi ont été tués au Rwanda. Le génocide perpétré contre les Tutsi au Rwanda constitue l’une des principales tueries du XXème siècle. Elle a été rendue possible par l’action d’extrémistes qui ont, pendant des années, attisé la haine anti-tutsi au sein de la population rwandaise à coup de préjugés, de fausses informations, d’accusations en miroir, de stratégie de manipulation et de conditionnement des esprits à la peur, à la haine et à la violence meurtrière.Avec l’inscription récente de son enseignement dans les programmes scolaires, de plus en plus d’enseignants travaillent avec leurs élèves sur cet événement majeur de l’histoire du XXème siècle. Parallèlement, des rescapés ressentent le besoin de témoigner pour partager leur histoire avec la jeune génération et prévenir ainsi les mécanismes qui ont rendu ce drame possible. Dans ce contexte, l’association Ibuka France et la Ligue de l’enseignement engagent une action commune pour proposer un accompagnement dans l’organisation et la gestion pédagogique d’une rencontre avec un témoin-rescapé en classe. Cet accompagnement vise à créer un cadre à la fois utile et sécurisant pour l’ensemble des acteurs engagés et impactés par le témoignage en classe. In 1994, around 1 million Tutsis were killed in Rwanda. The genocide perpetrated against the Tutsis in Rwanda is one of the major killings of the twentieth century. It was made possible by the actions of extremists who, for years, stirred up anti-Tutsi hatred among the Rwandan population by means of prejudice, false informations, mirror-image accusations, a strategy of manipulation and the conditioning of minds to fear, hatred and murderous violence.With the recent inclusion of the subject in school curricula, more and more teachers are working with their pupils on this major event in the history of the 20th century. At the same time, survivors are feeling the need to share their stories with the younger generation and prevent the mechanisms that made this tragedy possible. Against this backdrop, Ibuka France and the Ligue de l'enseignement have joined forces to offer support in organising and managing a meeting with a survivor-witness in the classroom. The aim of this support is to create a framework that is both useful and reassuring for all those involved and affected by the testimonial in the classroom. 
دليل استرشادي لصياغة سياسات حماية حقوق الطفل في المنطقة العربية وفق النهج الحقوقي 발행 연도: 2015 저자: Adel Azar | Ahmed Abd al manaem | Abdul Latif Mahmoud | Ibtisam Al-Jafarawi | Mahmoud Bastami 단체 저자: Arab Council for Childhood and Development (ACCD) هذا العمل يهدف إلى بناء دليل استرشادي لسياسات الحماية في إطار تعزيز الانتقال من نهج النموذج التجزيئي الذي يتعامل مع احتياجات الطفل في إطار الأوضاع القائمة بل وإعادة إنتاجها، أي باعتبار ما يحتاجه الطفل من خدمات، للانتقال من هذا النهج، إلى نهج النموذج العلمي الذي يتطلع إلى التغيير الشامل. اهتم هذا الدليل بتوفير رؤية شاملة ومتكاملة لسياسات حقوق الطفل، وصياغة معايير ودلالات هذه الحقوق وبرمجتها لضمان إنفاذها، وبناء سياسات فاعلة تكفل حقوق ورفاه الطفل في المنطقة العربية. A Guideline for Formulating Child Rights Protection Policies in the Arab Region according to the Human Rights Approach 발행 연도: 2015 저자: Adel Azar | Ahmed Abd al manaem | Abdul Latif Mahmoud | Ibtisam Al-Jafarawi | Mahmoud Bastami 단체 저자: Arab Council for Childhood and Development (ACCD) This work aims to build an indicative guide for children protection policies in the context of promoting the transition from the approach of the fragmented model that deals with the needs of the child within the framework of the existing conditions and even its reproduction. It also considers the services that the child needs, to move from this approach, to the approach of the scientific model that aspires to comprehensive change. This guide is concerned with providing a comprehensive and integrated vision of children's rights policies, formulating standards and implications for these rights and programming them to ensure their enforcement, and building effective policies that guarantee the rights and well-being of children in the Arab region. 
Emotionen, Geschichtsbewusstsein und die Themenzentrierte Interaktion (TZI) am Beispiel des Unterrichtsprojekts zum Außenlagerkomplex Kaufering/Landsberg: “Wir machen ein KZ sichtbar” 발행 연도: 2012 저자: B. Fenner 단체 저자: 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 발행 연도: 2003 저자: 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 발행 연도: 2002 단체 저자: 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) 발행 연도: 2013 저자: M. Klein 단체 저자: 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 발행 연도: 2009 저자: 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.