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Guide d’enseignement aux citoyens du monde Год публикации: 2016 Организация-автор: La Fondation Aga Khan Cette ressource est destinée aux corps enseignant des niveaux intermédiaire et secondaire et a pour but d’instruire les jeunes sur le développement international et les thèmes qui y sont liés, notamment la citoyenneté mondiale. Les activités qui y sont présentées visent à approfondir les connaissances des élèves sur l’interdépendance des pays, les facteurs qui exacerbent les inégalités à l’échelle mondiale et les solutions efficaces et durables pour réduire la pauvreté dans le monde. Nous espérons que le contenu incitera les élèves à agir de façon concrète pour améliorer la vie des gens dans le monde entier. 
Human rights education at Holocaust memorial sites across the European Union : An overview of practices Год публикации: 2011 Организация-автор: European Union Agency for Fundamental Rights Most European Union (EU) Member States have memorial sites and museums that both preserve the memory of the Holocaust and encourage visitors, in particular young people, to reflect on current human rights issues. In this handbook, the European Union Agency for Fundamental Rights (FRA) provides examples of the various ways in which memorial sites link the history of the Holocaust to human rights, ensuring that the past resonates in the present and its lessons are brought to bear on difficult contemporary issues against its backdrop. The report offers a sampling of educational programmes at selected historical sites and museums that either address human rights directly or approach, in a more general way, the dignity of human life and the equality of all human beings. (By the publisher) 
Gathering the voices: Disseminating the message of the Holocaust for the digital generation by applying an interdisciplinary approach The aim of the Gathering the Voices project is to gather testimonies from Holocaust survivors who have made their home in Scotland and to make these testimonies available on the World Wide Web. The project commenced in 2012, and a key outcome of the project is to educate current and future generations about the resilience of these survivors. Volunteers from the Jewish community are collaborating with staff and undergraduate students in Glasgow Caledonian University in developing innovative approaches to engage with school children. These multimedia approaches are essential, as future generations will be unable to interact in person with Holocaust survivors. By students being active participants in the project, they will learn more about the Holocaust and recognize the relevance of these testimonies in today’s society. Although some of the survivors have been interviewed about their journeys in fleeing from the Nazi atrocities, for all of the interviewees, this is the first time that they have been asked about their lives once they arrived in the United Kingdom. The interviews have also focused on citizenship and integration into society. The project is not yet completed, and an evaluation will be taking place to measure the effectiveness of the project in communicating its message to the public. (By the author) "Why are we learning this ?" : Does studying Holocaust Encourage better citizenship values ? Год публикации: 2008 Автор: Henry Maitles The relationship between learning about the Holocaust and the development of positive values may seem common sense, but in reality there is a complex level of development and understanding. The research reported here, which was sponsored by the Scottish government, was designed to ascertain whether learning about the Holocaust has an impact on young people’s general citizenship values and attitudes; does learning about the Holocaust allow them to extrapolate from the events of the Holocaust to present-day issues, such as racism and discrimination? The study followed a cohort of approximately 100 pupils (aged 11–12) who had studied the Holocaust and compared their values one year later both to their earlier attitudes and to those of their peers who had not studied the Holocaust. As we might expect, the results were not always as predicted, particularly when it came to the pupils’ understanding of anti-Semitism or genocide; in general, however, the study’s core group maintained more positive values than they had before their lessons on the Holocaust and showed more positive values than their peers who had not studied the Holocaust. (By the author) Intercultural Education : Special Issue : Holocaust Education : Promise, Practice, Power and Potential (Vol 24) Issue 1 & 2 Год публикации: 2013 Организация-автор: International Association for Intercultural Education | Routledge "Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education." This issue is about the promise, practice, power and potential of Holocaust Education. 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) 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) 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) 
The Social Representations of Democracy: Reflexivity, Efferevescence and Conflict Год публикации: 2008 Автор: Anne-Marie Gingras | Adriana Dudas | Magali Paquin | Marc Foisy Организация-автор: Politique et Sociétés (Canada) This paper deals with “democracy within society” that appears predominantly in our research on social representations of democracy. We have interviewed 110 persons who have a regular access to the public sphere to perceive their understanding of democracy, its many dimensions, and its main stakes. Democracy within society, or democracy as a state of society, is opposed to institutional democracy (that is, political practices and Rule of law) toward which critics abound. Democracy within society is twofold: on the one hand, emphasis on effervescence and reflexivity that crystallize in collective organisations and in debate and communication and, on the other hand, assimilation of democracy to conflict, considered in terms of normality and processes. Moreover, democracy within society needs an actor, the citizen, who does not respond to the call of democracy, as shown in the many social sciences studies of the last decades.