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1.
Ruth Gilbert 《Children‘s Literature in Education》2010,41(4):355-366
This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty
and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman’s Once (2006), its sequel Then (2008), and John Boyne’s The Boy in the Striped Pyjamas (2006) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the
discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial
aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly
with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors
of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works
do necessarily perform a progressive educative role. The article argues that the blunt didacticism of Boyne’s text might close
down possibilities for the child reader’s imaginative engagement with the ungraspable nature of the Holocaust. In contrast,
Gleitzman’s novels confront the child reader with a complex set of ideas about the relationship between narrative and subjectivity. 相似文献
2.
Carol Clyde 《Prospects》2010,40(2):289-306
The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education
had on college and university participants’ worldviews and civic leadership development. Results indicate that involvement
in specific elements of the programme did have an impact. The student-focused, experiential learning programme addressed in
this study was established in 2000. In 2001, the inaugural group of nearly 270 participants from 22 nations traveled to Poland
to familiarize themselves with the Holocaust. Students were exposed to programming on the Holocaust as a means to raise their
awareness and understanding of the events and to encourage their involvement in related programmes. The ultimate aim was to
develop future civic leaders who would become involved in educating their peers and communities about the tragedy of genocide. 相似文献
3.
Theodore O. Prosise 《Communication quarterly》2013,61(3):351-366
In terms of collective memory, few issues match the import of the representation of the Holocaust and the ways in which such collective memory is presented is often fraught with controversy. A recent controversial site of memory is the Simon Wiesenthal Center's Museum of Tolerance in Los Angeles. This essay examines the representational strategies of the museum, arguing that its critics have failed to consider important aspects of the museum's representational practices. Specifically, the museum's representation of the Holocaust involves liminality, structured to engage audiences, preserving the Holocaust as a profoundly important historical event while emphasizing personal responsibility in the prevention of hatred, violence, and genocide. By exploring the museum's novel approach of leading visitors through breach, liminality, and reintegration, we may better understand the ways in which historical presentations can accentuate a liminal and thus a potentially significant experience with the past, and we may learn more about how collective remembrance can be promoted to encourage contemporary responsibility. 相似文献
4.
Gerene K. Starratt Ivana Fredotovic Sashay Goodletty Christopher Starratt 《Journal of moral education》2017,46(2):177-194
This community-based research investigated the relationship among Holocaust knowledge, Holocaust education experiences, and citizenship values in adults residing in the US. This study contributes to the literature an inferential investigation that reports positive civic attitudes associated with Holocaust education. A moderate correlation was identified, with approximately 10% of the variance in citizenship scores explained by Holocaust knowledge. Multiple regression analyses revealed Holocaust knowledge as the strongest predictor of citizenship values, followed by gender, suburban/urban childhood community, and learning about the Holocaust in school, respectively. Of eight unique Holocaust education experiences examined, learning about the Holocaust in school was the strongest predictor of citizenship values, followed by hearing a Holocaust survivor testimony in person or via electronic media, and visiting a Holocaust museum, respectively. Findings can inform Holocaust education policy, research, and practice, including the potential role of Holocaust curriculum in the larger context of moral and civic education. 相似文献
5.
Jacob Neusner 《Journal of Jewish Education》2013,79(2):4-6
The horror of genocide in the twentieth century must be faced and must be told so that students of all races and religions understand the danger facing all peoples when human rights are denied to any one people. The Holocaust is a Jewish tragedy to be sure, but it not only that. It is a human tragedy, one which involves us all, whether directly or indirectly. It was not a phenomenon occurring long ago in a backward and primitive corner of the world. It occurred during the lifetime of millions still living and in a technologically and culturally advanced part of the world. Both the victims and the perpetrators sprang from groups that have contributed massively to the arts and sciences and to the uplifting of the human spirit. And yet, the Holocaust casts an ominous shadow over our civilization, as so it should, and as so it will until the end of time. 相似文献
6.
Education at Holocaust museums worldwide often falls to volunteer museum educators. The Durban Holocaust Centre in South Africa is no different. We set out to understand who the educators at the Durban Holocaust Centre were, where their historical and pedagogical knowledge came from, and to examine the connection between the two. The study revealed the diverse nature of the museum educators’ biographies as well as their motivations for guiding. Their knowledge acquisition was generally a blend of formal objectivist and informal constructivist methods. It emerged that the self-learning model was successful as the educators were highly professional and sufficiently motivated. 相似文献
7.
This article explores questions of the politics of knowledge and epistemology in relation to Holocaust education. It argues that, since knowledge is not neutral, we must be attentive to the role of ideologies in the selection and presentation of knowledge concerning the Holocaust in textbooks, in teaching, and in the media. The construction of knowledge about the Holocaust in classrooms is a relational process of meaning-making in which the cultures, perspectives and experiences of all involved come into play. For these reasons, the authors argue, Holocaust education should be considered in light of other fundamental questions, including the relationship of history, memory and identity in order to understand its actual and potential role in fostering democratic citizenship. 相似文献
8.
This article examines the ways that, in Holocaust education in Jewish schools in Melbourne and New York at the beginning of the 21st century, knowledge of the Holocaust is transferred to students in chronological form. It begins by asking: What work do chronological narratives do within the Holocaust historical narratives offered within Jewish high school classrooms? In order to explore this question, examples from curricula and interviews with the teachers are explored. It is argued that while the use of chronological narratives within the high-school classroom to narrate historical events is not unique to the teaching of the Holocaust, the work which this narrative form does is particular to the negotiation of the traumatic aftermath of the Holocaust. 相似文献
9.
This article examines Holocaust education in secondary school social science textbooks around the world since 1970, using
data coded from 465 textbooks from 69 countries. It finds that books and countries more connected to world society and with
an accompanying emphasis on human rights, diversity in society and a depiction of international, rather than national, society
are more likely to discuss the Holocaust. Additionally, textbooks from Western countries contain more discussion of the Holocaust,
although the rate is increasing in Eastern European and other non-Western countries, suggesting eventual convergence. We also
find a shift in the nature of discussion, from a historical event to a violation of human rights or crime against humanity.
These findings broadly support the arguments of neo-institutional theories that the social and cultural realms of the contemporary
world are increasingly globalized and that notions of human rights are a central feature of world society. 相似文献
10.
Lisa K. Pennington 《Teacher Development》2018,22(5):607-631
Museums often cite supporting teachers and schools as a goal, and museum educators frequently create resources or provide professional development for this audience, though the two entities have little contact. This qualitative study sought to examine the perspectives of museum educators at a regional Holocaust museum as they planned and presented two-week-long professional development workshops for educators. Pre-workshop and post-workshop interviews were conducted with three museum educators responsible for the workshops, which were also observed in their entirety. Findings indicate that all three museum educators believed the Holocaust to be difficult knowledge. However, each approached the topic in a different manner based on their personal experience and understanding of Holocaust education, resulting in three vastly different presentation styles. These varied presentations resulted in an uneven focus on content, with few concrete classroom connections. The article concludes by discussing implications for museum-initiated professional development and avenues for further research. 相似文献
11.
《British Educational Research Journal》2006,32(1):147-155
Book Reviewed in this article: Activating participation: parents and teachers working towards partnership : G. Crozier & D. Reay (Eds) Making sense of children's drawing : Angela Anning & Kathy Ring Issues in Holocaust education : G. Short & C. A. Reed Rethinking religious education and plurality: issues in diversity and pedagogy : Robert Jackson Curriculum studies in post‐compulsory and adult education: a teacher's and student teacher's guide : Mary Neary Succeeding in diversity: culture, language and learning in primary classrooms : J. Conteh 相似文献
12.
David A. Frank 《Quarterly Journal of Speech》2013,99(3):308-343
In this essay, I seek to read the rhetorical theories set forth by Belgians Chaïm Perelman and Paul de Man as responses to the Holocaust. To accomplish this aspiration, I draw from Dominick LaCapra's framework for the analysis of trauma and its expression in historical and theoretical texts. Reading the rhetorical theories of Perelman and de Man, two of the most prominent of the twentieth century, through a lens of trauma theory allows critics to see them as post-war efforts to deal with the implications of the absence of meaning, the murder and loss of 25,257 Belgian Jews, Fascism, genocide, and de Man's collaboration with the Nazis. I argue that Perelman's rhetoric theory better “works-through” the Belgian Holocaust than the one offered by de Man because it offers a vision of reason that can yield justice and places collaborators in the “grey zone” of totalitarian societies and logical positivism, thereby offering de Man partial absolution for his endorsement of the German occupation and anti-Semitism. De Man's rhetorical theory appears to act out the Belgian Holocaust, for it rehearses the act of deconstruction, does not name its traumatic exigence, lacks the theoretical resources to deal with the material past, fails to offer better choices for the present, or provide a vision of the future. Reading rhetorical theories as responses to the exigences of trauma calls for a reconsideration of the contexts and motives driving the creation of the major rhetorical theories of the twentieth century, including those of Heidegger and Grassi. 相似文献
13.
Although research suggests that many pre-service mathematics education programmes are weak interventions having a negligible effect on student teachers’ knowledge, beliefs and attitudes, there is consensus that programmes that model and engage student teachers in reform teaching and learning approaches have the potential to effect positive change in attitudes and knowledge of mathematics. This paper focuses on the perceptions of 345 student teachers regarding their mathematics education programme. The authors consider that in order to further our understanding of the characteristics of an effective pre-service mathematics education programme, the opinions of participating student teachers are fundamental. Participants reported improved mathematical subject matter knowledge and pedagogical content knowledge in addition to greater confidence and decreased anxiety towards mathematics. Programme features such as small group tutorials and interactive engagement were identified as impacting this positive change. 相似文献
14.
Saeeda Shah 《British Journal of Sociology of Education》2008,29(5):523-536
The student population across world is increasingly reflective of diverse cultures, religions and ethnicities. This rich diversity may become a challenge for educational leaders, teachers, and policy‐makers in the absence of an understanding of diverse sources of knowledge people draw on for directing their beliefs and daily practices. This paper explores the multi‐ethnic context in Britain with a focus on Muslim students in English secondary schools, and argues for drawing on diverse ethnic knowledge sources to inform and enrich approaches towards managing diversity. It discusses the concept of Adab derived from Muslim ethics and philosophy, and debates possible contributions of such conceptual adaptations towards improving educational engagement and performance. 相似文献
15.
AbstractPreparing students to be effective citizens is a longstanding goal of public education. Historical content provides illustrative opportunities for civic learning. Teaching about the Holocaust exemplifies this approach. Employing an experimental research design with 865 secondary school students, we analyze effects on civic outcomes from learning about the Holocaust through a school-sponsored trip to a Holocaust museum. We find that lessons about the Holocaust increase students’ support for civil liberties and deepen historical content knowledge, but decrease religious tolerance. High school students and those from college-educated households drive increases in support for civil liberties, and these students are more likely to donate to human rights causes as a result of the intervention. Middle school students and those from less-educated households drive the negative religious tolerance effect. These findings suggest that history lessons can produce meaningful impacts on civic educational outcomes. However, a stronger educational foundation that comes with engaging with challenging political issues may be a vital prerequisite to avoid undesirable consequences. 相似文献
16.
This classroom ethnography examines the engagement of fifth-grade children in a year-long study of rights, respect, and responsibility,
which culminated in a focused study of tolerance and intolerance organized around literature regarding the Holocaust. A close
examination of one teacher’s approach to teaching about the Holocaust, the study highlights the importance of long-term engagements,
a layered curriculum that supports children in building understandings over time, and varied opportunities for making meaning
together. This approach included empathy-building, a focus on rescue and resistance and the bystander response, building a
knowledge base about the Holocaust, stories of individual experiences, and opportunities to make personal connections. Drawing
on samples of student talk, writing, and art, the article illustrates how children built upon academic and social practices
established from the first days of school to expand their repertoire of meanings, language, and actions of (in)tolerance,
gaining more complex understandings of the social, political, and moral implications of the Holocaust. Students in this bilingual
class also developed individual and social actions in speaking out against social injustice in their own communities. The
author argues that this classroom experience supported students as critical citizens who conscientiously and compassionately
participate in the day-to-day building of more equitable communities. 相似文献
17.
Sixty-five years after the liberation of Auschwitz, Holocaust education is at a critical juncture. Societies including Germany
and Israel have moved through several discrete stages both in their relationships to the Holocaust, and in education about
it. Those shifts will surely continue as the generation of survivors is progressively lost to the passage of time, taking
with them our most powerful links to history, memory, and understanding. This special issue explores Holocaust education research,
and locates it within our evolving understanding of the Holocaust itself, particularly in light of what is being learned within
Central and Eastern Europe, where so many of the atrocities were committed. This introduction considers the potential of Holocaust
education as well as its limitations, and the risks of its failure. It also considers the contexts in which Holocaust education
takes place, and the meanings that are at work in those contexts. While many goals and visions animate Holocaust education,
here we explore the notion of a culture of peace and remembrance. We close with a review of the contributions to this issue. 相似文献
18.
Holocaust education can play a role in countering the ongoing problem of prejudice and incitement to hate that can lead to
racial tension and violence. This article examines the beliefs of Muslim school children towards Jews in Sydney, Australia.
It then discusses efforts to use Holocaust education to combat racist beliefs and hate language, and an alternative approach
that illustrates the common values in the Abrahamic faiths. The article analyzes the advantages and disadvantages of using
various school programmes to counter anti-Jewish feelings amongst Muslim children and ends with a discussion of whether such
programmes should be compulsory. 相似文献
19.
This article discusses the extent to which the tension between globalized moves towards market-oriented educational policies and the pressing need to respond to cultural diversity and inequality surfaces in the way knowledge is viewed in the educational policies of the recently created Mercosul block. In a critical intercultural theoretical framework, it explores the local context of sociocultural inequality and considers limits and potentials for working out knowledge for equity and transformation as proposed by two influential agencies in the area-the World Bank and CEPAL (Economic Commission for Latin America and the Caribbean, from UNESCO)-and developed in the Brazilian national curricular guidelines, which are taken as a case study. 相似文献
20.
This article provides an overview of education after and about Auschwitz (Holocaust education)* in Germany in both theory
and practice, with particular attention to three critical areas. The first is the status of research in, as Adorno famously
phrased it, “education after Auschwitz” within the context of contemporary Germany. German society is pluralistic, and is
built on the third and fourth generations of young Germans since the National Socialist Era. These Germans cannot and do not
want to be identified as perpetrators, but they must deal with a strong and growing right-wing extremist movement. The second
area, given these challenges, is the fact that Holocaust education can fail. And finally, the European dimension of Holocaust
remembrance means teaching about Auschwitz in the context of a general effort to resist inhumanity, as well as attempts to
identify the connections between learning after and about Auschwitz, on the one hand, and learning and understanding human
rights as a European and global vision on the other. 相似文献