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The Coverage of the Holocaust in High School History textbooks Год публикации: 2009 Автор: David H. Lindquist The Holocaust is now a regular part of high school history curricula throughout the United States and, as a result, coverage of the Holocaust has become a standard feature of high school textbooks. As with any major event, it is important for textbooks to provide a rigorously accurate and valid historical account. In dealing with the Holocaust, however, textbook authors face particular challenges. The Holocaust had complex causes, both immediate and long-term; different groups played roles in perpetrating or assisting it; and the meticulous accuracy required in detailing its occurrence imposes many demands on authors. Unlike many other events listed in history textbooks, students have often heard of the Holocaust and may bring considerable prior conceptions of it to the classroom but many of these impressions may come from sources for whom historical accuracy is of little concern. Textbooks are often the first recourse for teachers and students interested in dispelling inaccurate notions and seeking to acquire valid knowledge. In addition, the existence of Holocaust denial makes it crucial that textbook narratives should be completely accurate because deniers often contend that the presence of any error calls into question the actual occurrence of the Holocaust. This article presents the results of a study the author conducted of the treatment of the Holocaust in major history textbooks. While the textbooks provide substantial coverage of the Holocaust, there are also problems in the coverage that can foster inaccurate perspectives about the event. The author recommends that substantive changes be made in future editions of these textbooks to ensure that accurate, comprehensive Holocaust units are presented to students. (By the author) Does addressing prejudice and discrimination through Holocaust education produce better citizens? Год публикации: 2007 Автор: Paula Cowan | Henry Maitles Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing longitudinal research is concerned with both the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11–12 years, it has followed them into the first year of secondary to examine whether the general improvements in attitudes found in the first stage of the research has been maintained. Further, we are able to compare their attitudes with pupils in their year who did not study the Holocaust in their primary schools. This article draws conclusions from this study. (By the author) 
Fostering Intercultural Perspectives of Future Teachers Год публикации: 2012 Автор: Marilyn Steinbach Организация-автор: McGill University. Faculty of Education This article describes pedagogical activities in teacher education. The objective is to make intercultural education more pertinent for future teachers and to broaden their intercultural perspectives to enable them to work more effectively in pluriethnic environments. This study emphasizes the importance of experiences and personal contacts, and promotes changes in students’ perspectives, focusing on the sense of intercultural education, and contributing to the methodology of intercultural education in teacher education. Élargir les perspectives interculturelles des futurs enseignants Год публикации: 2012 Автор: Marilyn Steinbach Организация-автор: McGill University. Faculty of Education Cet article est une description des interventions lors de la formation des enseignants. L’objectif est de rendre l’éducation interculturelle plus pertinente pour les futurs enseignants et d’élargir leurs perspectives interculturelles afin de mieux agir dans un milieu pluriethnique. Cette étude souligne l’importance des expériences et des contacts personnels, et incite les étudiants à apporter des changements notoires à leur façon de faire, attribuant ainsi une signification particulière à l’éducation interculturelle. Cet article contribue à la didactique de l’éducation interculturelle dans la formation des enseignants. The pain of knowledge : Holocaust and genocide issues in education Год публикации: 2005 Автор: Yair Auron Violation of the rights of a human being and indifference in the face of suffering jeopardize the very existence of human society. The Holocaust is the most extreme example of such violations, and the greatest moral failure mankind has experienced. Confronting the Holocaust, as well as genocide, may contribute to understanding the importance of humanistic and democratic values, and help construct tools for making moral judgments. That is why courses on the study of genocide and the Holocaust have become part of the curricula of educational institutions in the United States and elsewhere. This book asks how the moral messages of the Holocaust and genocide can best be transmitted. The Pain of Knowledge deals not with historical events, but with possible ways of learning about these events and their significance. It attempts to examine and deal critically with some of the profound dilemmas at the core of Holocaust and genocide issues in education. The underlying purpose of this book is to expose the reader to sometimes antithetical, and at other times complementary, views concerning the teaching of these subjects, both in Israel and elsewhere in the world. This book will contribute to the teaching of the Holocaust and genocide, and encourage readers to examine these issues from a broad perspective. Among the subjects dealt with in The Pain of Knowledge are: how societies crystallize their collective memories; historical processes and changes in the teaching of the Holocaust in Israel during different periods of time; commemoration of Holocaust Martyrs and Heroes Remembrance Day; journeys of Israeli youth to sites connected with the Holocaust in Poland; attitudes of Israeli adolescents toward the Holocaust; attitudes of Israeli Arabs toward the Holocaust; general world attitudes toward the Holocaust; teaching of the Holocaust throughout the world; and teaching of genocide in Israel and elsewhere. (By the publisher) 
Participation and Exercising Pupils’ Citizenship at French-Language Elementary School in Ontario Год публикации: 2018 Автор: Nathalie Bélanger Организация-автор: Lien social et Politiques This article first describes the evolution which allowed the child to be considered as an actor. In this vein, citizenship education programs at school are discussed, although they do not often take into account exercising citizenship in the school context and children’s voice. Research results from a broader project on how students represent their school experience in French-language schools in Ontario are analyzed specifically with respect to what a welcoming school means for them. The methodology uses an inductive approach and the data were gathered from administering a questionnaire designed for children, observation and semi-directed interviews. The results show the impact of school culture and school form on the exercise of students' citizenship, the topics they address, their concerns and priorities. The greater the predominance of settlement and integration issues are, the less the exercise of citizenship includes deliberative opportunities regarding school functioning. Participation et exercice de la citoyenneté des élèves à l’école Год публикации: 2018 Автор: Nathalie Bélanger Организация-автор: Lien social et Politiques Cet article retrace les courants théoriques qui permettent de penser l’enfant en tant que sujet et donne la parole aux enfants au sujet de leur expérience scolaire. Dans ce contexte, des programmes d’éducation à la citoyenneté sont apparus, sans toutefois que l’exercice de la citoyenneté des élèves et leur prise de parole soient pris en compte et valorisés. Pour y remédier, il s’agit d’interroger des élèves au sujet de ce que représente pour eux une école accueillante. La méthodologie recourt à une approche inductive et les données ont été recueillies à partir de l’administration d’un questionnaire conçu pour des enfants, d’observation et d’entretiens semi-dirigés. Les résultats montrent l’incidence de la culture de l’école et de la forme scolaire sur l’exercice de la citoyenneté des élèves, sur les thèmes qu’ils abordent, les soucis et les priorités qui sont les leurs. Plus les enjeux d’installation et d’intégration sont prédominants, moins l’exercice de la citoyenneté inclut de possibilités délibératives quant au fonctionnement scolaire. Perceptions of the Holocaust in Europe and Muslim communities : Sources, Comparisons and Educational challenges Год публикации: 2012 Автор: Gunther Jikeli | Joëlle Allouche-Benayoun The way people think about the Holocaust is changing. The particular nature of the transformation depends on people’s historical perspectives and how they position themselves and their nation or community vis-à-vis the tragedy. Understandably, European Muslims perceive the Holocaust as less central to their history than do other Europeans. Yet while the acknowledgement and commemoration of the horrors of the Holocaust are increasingly important in Europe, Holocaust denial and biased views on the Holocaust are widespread in European Muslims’ countries of origin. In this book, a number of distinguished scholars and educators of various backgrounds discuss views of the Holocaust. Problematic views are often influenced by a persistent attitude of Holocaust denial, which is derived, in part, from discourses in the Muslim communities in their countries of origin. The essays collected here explore the backgrounds of these perceptions and highlight positive approaches and developments. Many of the contributions were written by people working in the field and reflecting on their experiences. This collection also reveals that problematic views of the Holocaust are not limited to Muslim communities. (By the publisher) Never again!: how the lessons from Auschwitz project impacts on schools in Scotland As the education for citizenship agenda continues to make an impact on schools in Scotland, and with the Holocaust Educational Trust (HET) in conjunction with the Scottish Government organizing its Lessons From Auschwitz Project for Scottish students and teachers until 2011, this study aimed to investigate the school processes by which students were chosen to participate in the Lessons From Auschwitz (LFA) project; examine student and teacher perceptions of the LFA Project; investigate the impact the LFA Project has on student citizenship values and on their schools and communities; and investigate the impact the LFA Project has on teachers. (By the author) 
De qué manera puede el trabajo en red ayudar a construir la ciudadanía mundial en Japón Год публикации: 2015 Автор: Hideki Maruyama Организация-автор: Éducation des Adultes et Développement En el artículo se explican y esbozan algunos de los numerosos y diversos desafíos que afrontan las escuelas japonesas al enseñar sobre el desarrollo sostenible. Se mencionan ejemplos concretos y se entregan algunas propuestas de iniciativas.