相关资源
探索丰富的全球公民教育资源，深化理解，促进研究、倡导、教学与学习。
共找到276条结果
The Holocaust Museum as an Educational Resource: A View from New York City This article deals with the role of the Holocaust museum as an educational resource. It presents a case study of the Museum of Jewish Heritage in New York City and considers its strengths and weaknesses in the light of research into how the Holocaust is taught in British and North American high schools. Among other things, the research shows that Jewish history tends to be equated with persecution and that anti-Semitism and the role of the church in sustaining it are often ignored. It further shows superficial treatment of a range of topics including Jewish resistance, rescue and the fate of non-Jewish minorities under the Nazis. The article pays particular attention to the way the museum deals with these issues and with the question of Jewish renewal in the post-Holocaust period. (By the author) Voltooid verleden tijd? Het verband tussen kennis over de nazi-genocide en democratische attitudes bij adolescenten in Brussel Schools are expected to educate children to become democratic citizens by providing “civics” or history courses. It is believed that the formal curriculum affects each pupil’s level of awareness, which in turn influences civic competencies and social attitudes. This supposition is explicitly stated in ‘holocaust-education’ programmes and in ‘civics’courses. Accordingly, knowing about the atrocities of the Nazis would stimulate tolerance, and thus counter prejudice. The current contribution tests this supposition using surveydata (2002) from 773 French-speaking and 469 Flemish-speaking last-grade pupils from secondary schools in the Brussels-Capital Region. The survey probed for knowledge on the Nazi genocide and attitude scales (ethnocentrism and anti-democracy). The supposition about the connection between knowledge and tolerance holds partially for the Flemish, but not for the French-speaking sample. Knowledge may be a necessary, but is certainly not a sufficient, condition to foster tolerance. (By the author) Ukrainian High School Students' Understanding of the Holocaust What students know about the Holocaust has been the subject of numerous studies, based mainly on quantitative surveys. This article relies on qualitative methods, in particular discourse-analysis, to evaluate essays produced by high school students in Eastern Ukraine, an important site of mass exterminations of Jews during World War II. The essays reveal much about young people's knowledge of, and attitudes toward, the Holocaust. (By the author) Teaching the Holocaust in Primary Schools in Scotland: Modes, methodology and content Most consideration of teaching the Holocaust in Britain is based on teaching pupils aged 12-15 in England (Supple, 1993; Short, 1995; Carrington & Short, 1997; Brown & Davies, 1998). This paper directs attention to some experiences of teaching the Holocaust to pupils of primary stages 5-7 in Scotland (i.e. those aged between 9 and 11) and considers the significance of teaching Holocaust history in the primary context. The rationale for teaching this area is examined both in terms of the topicality, the universality of its lessons and the suggestions in various documentation about developing positive values in pupils. Eight primary teachers, five of whom regularly teach aspects of the Holocaust to this age group in Scottish schools when allocated the upper primary stages, were interviewed at length to ascertain the nature of the integration of the Holocaust into the Scottish 5-14 curriculum, the methodologies applied and the content of their studies. These findings are analysed and their implications discussed. (By the author) 
Holocaust Memorial Days : An overview of remembrance and education in the OSCE region 出版年份: 2015 机构作者: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This publication provides an overview of governmental and non-governmental practices in the OSCE area to commemorate the Holocaust. It is intended to promote remembrance and education by publicizing and facilitating the exchange of good practices. The publication shows that most OSCE governments, as well as many local and municipal authorities, schools, civil society organizations, religious groups and others, are actively involved in Holocaust commemoration activities. While many of these activities take place throughout the year, there is a particular focus on promoting Holocaust remembrance, research and education during Holocaust Memorial Days. Across the world, 27 January, the International Day of Commemoration in Memory of the Victims of the Holocaust, is devoted to educating future generations about the Holocaust. This overview provides a snapshot of the types of Holocaust education activities that have been developed to mark Holocaust Memorial Days, while also identifying where and how the Holocaust is taught in schools throughout the region. (By the publisher) Never again ! Does Holocaust education have an effect on pupils' citizenship values and attitudes? 出版年份: 2006 机构作者: Scottish Executive. Department of Social Research As the education for citizenship agenda continues to make an impact on schools, this research sets out to examine whether teaching the Holocaust, in the upper primary, either as part of a study on World War 2 or as a topic on its own, has an impact, both immediate and longer term, on pupils’ citizenship values and attitudes, and particularly those values and attitudes relating to various minority or disadvantaged groups in Scotland. (By the author) Authentic Pedagogy and the Holocaust: A Critical Review of State Sponsored Holocaust Curricula 出版年份: 2005 作者: Samuel Totten | Karen L. Riley Over the past decade and a half, states in all regions of the United States have formed Holocaust councils, advisory groups, and other agencies for the purpose of developing educational programs in response to a growing interest in the Holocaust. Some states have called upon educators and Holocaust agencies within the state to develop curricula and/or resource materials for use in social studies and English classrooms. Furthermore, many states now either strongly recommend the teaching of the Holocaust or mandate that it be taught in their public schools. In the present paper, we present a critical analysis of the instructional strategies advocated in state–sponsored Holocaust curricula. We ground our evaluation within the framework of authentic pedagogy—particularly the work of Fred Newmann. More than an attempt to simply criticize these works, we offer constructive alternatives to inadequate and/or poorly designed instructional strategies. Fundamental to the intent of this paper is its usefulness as a guide for evaluating instructional activities designed to support the teaching of content knowledge about the Holocaust. (By the author) Making sense of the Holocaust: Lessons from classroom practice Featuring the close examination of different narrative treatments of the Holocaust by experienced teachers working with diverse groups of students in American public high schools, the book focuses on curricular enactments within particular classroom settings and examines what students in each class learned (and didn't learn) about the Holocaust. (By the author) Identity And Pedagogy In Holocaust Education: The Case Of Israeli State Schools This pedagogical and sociological analysis of Shoah (Holocaust) education in Israeli state schools is based on an empirical survey conducted in 2007-2009 among junior high school and high school students, teachers and principals in general and religious schools, and experts in the field. It explores issues such as materials and methods, beliefs and attitudes, messages imparted, pedagogical challenges, and implications for national and religious identity and universal values. Comparative and multi-dimensional analyses of sub-populations, such as by age and type of school, were conducted. The practical and theoretical implications of the findings are considered in the context of Shoah education in Israel and other educational settings over the past half century. (By the author) Understanding Pupil Preconceptions of the Holocaust in English Schools While the Holocaust is a central part of history teaching today, there is nevertheless a distinct absence of research on the knowledge and understanding that pupils acquire before their formal studies. This empirically-grounded article based on research in three English schools explores what ideas pupils already have and explains what the potential implications of these might be. It suggests that there are various gaps and established myths which exist and that these may limit further understanding if they are not addressed. It then outlines measures which could be taken to facilitate an improvement in Holocaust education with reference to these problems. (By the author)