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Tell Ye Your Children - A book about the Holocaust in Europe 1933-1945 Год публикации: 2012 Автор: Stephane Bruchfeld, Paul. A. Levine This book is published by the Living History Forum. This Swedish public authority uses the teaching of the Holocaust and other crimes against humanity to promote tolerance, democracy and human rights. This booklet covers the rise of National Socialism until the end of the war, providing facts and information to encourage discussions. Dites-le à vos enfants - Un livre sur l'Holocauste en Europe 1933-1945 Год публикации: 2012 Автор: Stephane Bruchfeld, Paul. A. Levine Ce livre est publié par le Forum d'histoire vivante. Cette autorité publique suédoise utilise l'enseignement de l'Holocauste et d'autres crimes contre l'humanité pour promouvoir la tolérance, la démocratie et les droits de l'homme. Ce livret couvre la montée du national-socialisme jusqu'à la fin de la guerre, fournissant des faits et de l'information pour encourager les discussions. 
Policies and practices of holocaust education : international perspectives (Vol 40) Issue 153-154 Год публикации: 2010 Организация-автор: UNESCO International Bureau of Education (IBE) This double issue of Prospects (UNESCO/IBE) includes important contributions and new insights from researchers who have examined the practices of Holocaust education in various parts of the world. An open call for papers for this issue brought more than 30 contributions, a pool of high quality papers that greatly exceeded expectations, leading to the production of a double issue on the topic. The broad interest and new research are a testimony both to the significance of the field and to its challenges. The articles in the first volume contribute empirical research about the actual policies and practice of Holocaust education and carry direct lessons from school and classroom practices not only for countries in Europe but also for human rights and peace education worldwide. The second volume continues to reflect its authors’ practical and intellectual engagement with the implications of Holocaust education for human rights, multicultural, peace, and civic education. (By the publisher) Politiques et pratiques de l'éducation holocauste: perspectives internationales (Vol 40) Émission 153-154 Год публикации: 2010 Организация-автор: UNESCO International Bureau of Education (IBE) Ce double numéro de Perspectives (UNESCO / BIE) comprend des contributions importantes et de nouvelles perspectives de chercheurs qui ont examiné les pratiques de l'éducation de l'Holocauste dans diverses parties du monde. Un appel à communications pour cette question a plus de 30 contributions, un pool de documents de qualité qui ont largement dépassé les attentes, conduisant à la production d'un numéro double sur le sujet. L'intérêt général et de nouvelles recherches sont un témoignage à la fois l'importance du champ et à ses défis. Les articles dans le premier volume contribuent la recherche empirique sur les politiques et les pratiques réelles de l'Holocauste et portent des enseignements directs de pratiques scolaires et en classe, non seulement pour les pays d'Europe, mais aussi pour les droits de l'homme et éducation à la paix à travers le monde. Le deuxième volume continue de refléter l'engagement pratique et intellectuel de ses auteurs avec les conséquences de l'Holocauste pour les droits de l'homme, multiculturel, la paix et l'éducation civique. (Par l'éditeur) 
Fearful symmetry: Palestinian and Jewish teachers confront contested narratives in integrated bilingual education The present paper deals with Jewish and Palestinian teachers who work in an integrated school in Israel, and shows the challenges and possibilities by examining these teachers' powerful historical narratives in the context of in-service training sessions. It is shown how these teachers essentially remain firmly rooted in the hegemonic historical narratives of their own community, even when their attitudes are challenged and clearer alternatives are considered to the reigning narratives. The findings highlight predominantly the failures, concerning the potential of educational efforts to help overcome situations of intractable conflict, even within contexts specifically devised for this purpose; yet, some openings also become apparent in the process of negotiating competing narratives and inventing new dialogic possibilities. The paper suggests that schools with their historical tradition are places where it is difficult to reach change or to produce it—even in integrated schools in which partial structural change takes place—and teacher training may not always be the answer. However, it also indicates that an ongoing agonistics of raising critical issues regarding one's identifications with hegemonic narratives does offer openings to take responsibility for both the challenges and the dialogic possibilities that are created in the process. An Unimagined Community? Examining Narratives of the Holocaust in Lithuanian Textbooks 2011 marked 20 years since the collapse of the Soviet Union. This represented a change not just in the content of education or ideologies, but in the relationships between individuals, institutions and systems. During this time, the post-Soviet Republic of Lithuania not only had to reimagine its national identity in a local context, but it also had to reimagine itself as a community within the political, economic, and historical imaginations of the North Atlantic Treaty Organization (NATO) and the European Union (EU). Therefore, in Lithuania, as in many other post-Soviet countries, debates over which events should or should not be included as part of the national identity, and thus represented in the school curriculum, are more than just discussions about educational content; they are debates over the moral legitimacy of certain narratives and the ability of sovereign states to define them. (By the publisher) 
Discussion Papers Journal (Vol 3) Volume III presents a diverse group of authors writing on a wide range of topics. Among the contributors are academics, researchers, and sociologists, the chairman of a world-renowned Holocaust museum, the Special Advisers to the Secretary-General on the Prevention of Genocide and the Responsibility to Protect, a Hollywood filmmaker, and a former United Nations intern. They are from Canada, Denmark, Israel, Morocco, Senegal, Serbia, the United Kingdom and the United States. Their articles deal with a fascinating wide range of issues including Holocaust education in Denmark, and in Morocco; the International Holocaust Remembrance Alliance; music and the Holocaust; rescue; the preservation of former Nazi concentration and death camps; crimes committed against the Roma and Sinti during the Second World War; the post-Holocaust memory of German-Jewish achievements; and the prevention of atrocity crimes. (By the publisher) Discussion Papers Journal (Vol 3) Volume III présente un groupe diversifié d'auteurs écrivant sur un large éventail de sujets. Parmi les contributeurs sont des universitaires, des chercheurs et des sociologues, le président d'un musée de l'Holocauste de renommée mondiale, les Conseillers spéciaux du Secrétaire général sur la prévention du génocide et la responsabilité de protéger, un cinéaste d'Hollywood, et un ancien stagiaire des Nations Unies . Ils sont du Canada, le Danemark, Israël, le Maroc, le Sénégal, la Serbie, le Royaume-Uni et aux États-Unis. Leurs articles traitent d'un large éventail fascinant de questions, y compris l'Holocauste au Danemark et au Maroc; l'Alliance internationale Holocauste; la musique et l'Holocauste; porter secours; la préservation des anciens camps de concentration et d'extermination nazis; les crimes commis contre les Roms et les Sintis pendant la Seconde Guerre mondiale; la mémoire post-Holocauste des réalisations juifs allemands; et la prévention des crimes atroces. (Par l'éditeur) 
Discover the past for the future: The role of historical sites and museums in Holocaust education and human rights education in the EU The Holocaust has rightfully become an integral part of the collective cultural memory of Europe and the world. This report outlines the findings of the first EU-wide research on the role of Holocaust-related sites and exhibitions in educating young Europeans about the Holocaust and human rights. With this research, the European Union Agency for Fundamental Rights (FRA) brings the two fields of Holocaust education and human rights education together and suggests how the merging of the two could develop into a new knowledge of past and present. The report highlights that attempts to expand knowledge of human rights and to establish links between Holocaust education and human rights education need a broader focus than the memorial sites or museums can offer. Much of the work on linking Holocaust education and human rights education needs to be accomplished in schools. This requires teachers to have opportunities to gain a better understanding of human rights education, and human rights education to be better integrated into school curricula in the EU. Visits to memorial sites and museums can stimulate, support and supplement such work. (By the publisher) L'enseignement de la Shoah dans les écoles juives In this article, Katy Hazan studies the teaching of the Holocaust in Jewish schools. First, she portrays the educational systems of these specific schools and second, she establishes all the ethical, philosophical issues this theme entails. In the third part, she takes inventory of alternative ways of teaching the Holocaust, to conclude on the danger of emotional approaches.