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1.
The article considers how young people in Swiss schools are taught about the history and background of the Holocaust within
the wider perspective of human rights education, as an important basis for education concerning democratic citizenship. Given
the country’s specific history, for decades the Holocaust was not a matter of great interest in Swiss schools, or a topic
that pupils often learned about as a part of their own history. Recently, however, sensitivity about historical incidents
and the processes of the Third Reich has increased. Holocaust education has also become more important in the context of Swiss
state institutional policy and non-governmental initiatives and has also become an issue in schools. This article includes
an overview of relevant Swiss history and the current political situation, and a review of Swiss educational policies and
especially of activities related to Holocaust remembrance and human rights education. 相似文献
2.
Zehavit Gross 《Prospects》2010,40(1):93-113
Research has shown the Holocaust to be the primary component of Jewish identity (Farago in Yahadut Zmanenu 5:259–285, 1989; Gross in Influence of the trip to Poland within the framework of the Ministry of Education on the working through of the
Holocaust. Unpublished M.A. thesis, Ben-Gurion University, Beer Sheva, 2000; Herman in Jewish identity: A socio-psychological perspective, Sage, Beverly Hills, 1977; Levy et al. in Beliefs, observations and social interaction among Israeli Jews. Louis Guttman Israel Institute of Applied
Social Research (Hebrew), Jerusalem, 1993; Ofer in Jews in Israel: Contemporary social and cultural patterns. Brandeis University Press, Hanover and London, pp. 394–417,
2004a) and to contribute significantly to Jewish Israelis’ sense of belonging to the Jewish people. Though the Holocaust is a central
event in Jewish history, Holocaust education is mandatory in the state education system in Israel, and some research has investigated
the impact of this education, the field has not been conceptualized systematically (Blatman in Bishvilei haZikaron 7:15–16,
1995; Feldman in Bishvilei haZikaron 7:8–11, 1995; Ofer in Jewish Educ 10:87–108, 2004b; Schatzker in Int J Polit Educ 5(1): 75–82, 1982). This article attempts to organize the existing knowledge on the subject through a meta-analysis of the foundations and
basic premises of Holocaust education in Israel, using the most important literature in the area. It first suggests a conceptual
framework, organizing by period the changing attitudes toward the Holocaust in general and Holocaust education in particular.
It then describes Holocaust education over the years, and finally analyzes the goals of Holocaust education, along with its
major dilemmas and challenges. 相似文献
3.
Ido Gideon 《British Educational Research Journal》2022,48(1):182-200
In Israel, the Israeli–Palestinian conflict is the most fundamental political and moral issue current and future citizens face. If we accept the maxim that schools should prepare citizens for participation in determining the future of their state, Israeli students must be introduced to the historical, political and moral questions at the heart of the conflict. But this responsibility of Israeli schools and teachers is a highly contentious issue. The most important issue in Israeli political education is thus the hardest to teach. In this article I argue that, despite considerable educational and political risks, teaching Jewish Israeli students about the 1948 Palestinian Nakba (alternatively known as the Israeli War of Independence) holds substantial potential for their epistemic development as capable knowers. I begin by reviewing the political, dialogical, cognitive and epistemic deficits in Israeli education, highlighting how the Nakba is suppressed in history and citizenship education. By analysing the epistemic context of the Nakba in Israeli society and education, I present two pedagogical approaches for teaching controversial issues, arguing for an inquiry-based approach over the widely held approach. I demonstrate the benefits of an inquiry-based approach in the context of history education. In the final section of the article, I build on the case of the Nakba to argue for a new epistemic framework for Israeli citizenship education. I begin by outlining the shortcomings of the current epistemic framework of the subject and point to possible future directions for the subject. 相似文献
4.
In Austria, activities for teaching about and remembering the Holocaust have concentrated mainly on National Socialism and
its atrocities. Austria’s history of political anti-Semitism goes back to the 19th century, however, and has been widely and
publicly acknowledged. It has always been linked to nationalistic tendencies that are still present today and rarely reflected
upon, including the anti-Slavic and anti-Turkish attitudes that right-wing parties use to gain supporters. Vienna’s special
place of remembrance, the Heldenplatz, with its monuments and history, is a useful place to begin examining Austrian identities
and the course of collective Austrian ways of thinking. Based on that examination, we then consider Austria’s daily politics
and treatment of the past. We next turn to Holocaust education after the war, which has had an impressive impact after a late
start, and mention some of its drawbacks and problems. We next discuss the lack of serious research about memorials in Austria,
as compared with Germany, and present initial results from a project that started in spring 2009 to examine knowledge gains
and attitude changes among students after they visit the Mauthausen concentration camp. 相似文献
5.
Inclusive education inherently involves the inclusion of all citizens in a democratic society. Based on this view, questions
emerge with respect to equality and integration in educational systems. Although inclusion should be viewed as a requirement
in a democratic society, along with the integration in schools of students from different social groups, the concept rarely
becomes reality, despite its frequent acceptance in discourse. This article analyzes mechanisms that inhibit agreement on
how equality and inclusion can be put into practice in education, taking as an example the case of Chile. One inhibitor is
a lack of in-depth discussions about the major tendencies prevailing in contemporary educational systems. In addition, three
types of segregation are linked to children’s exclusion from schools: charges for educational services, schools’ selection
processes and the use of economic incentives. Finally, the article presents possible consequences of two pedagogical orientations:
towards autonomous schools and flexible curriculum. 相似文献
6.
Stephan Marks 《Interchange》2007,38(3):263-284
The article outlines a deficit in Holocaust education: The motives of the perpetrators and bystanders are often not dealt
with. In order to explore these motives, interviews with former Nazis were conducted and evaluated in the Geschichte und Erinnerung (History and Memory) research project; two of the findings are presented here. Subsequently the question of how these findings
can be applied in school teaching about National Socialism and the Holocaust is discussed. The author recommends teachers
not to expose students to whole narrations of former Nazis, but to use brief excerpts from those narrations in order to develop
an analysis of the Nazis’ motives. Ultimately, teaching about the topic of National Socialism and the Holocaust should be
integrated with students’ own narrations, with their knowledge of the topic based on family stories, family secrets, and other
sources. 相似文献
7.
In contrast to the situation in England and Wales, Holocaust education in Scotland is not mandatory and is not delivered to
every school student. Still, it is offered frequently. In this article we show how Scotland’s changing curriculum, the introduction
of Holocaust Memorial Day, and the Lessons from Auschwitz Project have contributed to the growth of Holocaust education in
Scotland over the last decade. We discuss the significance of each of these three factors, the impact of Holocaust education,
and the inter-related nature of their practice with relevant references to the English equivalent. We further examine the
role of Holocaust education at both the primary and secondary level, consider the challenges for Holocaust education in Scotland,
and conclude that although large numbers of students in Scotland are currently engaging with Holocaust education, these three
factors continue to play a vital role in its success. 相似文献
8.
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
9.
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
10.
ABSTRACTThe goal of this article is to present the coherence between the human social world and religious education in Poland. The motive for taking up this subject is the cultural context relating to the problem of attitudes towards refugees. Reconstruction of the worlds of life demands to be expanded to include the religious education context in order to adapt the education practice to the requirements and expectations of the social environment. This has been achieved based on secondary analysis of the source texts (pedagogical, sociological and theological) and existing research results, which refer directly to the practice of lifelong religious education and concern applications in the area of shaping social competences and the developmental effort of Polish thinking and understanding. These include: (1) Dissemination of the pedagogical category of decentration; (2) Resignation in the practice of religious education from universalistic apriority and realistic ontology, and the implementation of hermeneutics of understanding to religious education and a new model – supra-confessional, pluralistic model open to the knowledge of other religions and beliefs systems; and (3) Develop competences for an internal dialogue. For the practice of lifelong learning, this means abandoning the alienated learning culture and carrying out this process within the community. 相似文献
11.
The injunction to learn from history is a key feature of German debates over the politics of memory and history, which, since
the end of World War II, have been seen primarily pedagogical. Thus, state schools were asked to serve as society’s central
location for memory and learning. Research on history education has rarely addressed questions about how instruction on the
history of National Socialism (NS) plays out in practice, about how ambitious educational goals are implemented at the level
of actual instruction, or about the challenges that teachers and students face when they are asked to address such a morally
fraught topic. This paper presents findings from a qualitative study that explored these issues using analyses of concrete
classroom experience. The paper is based on four carefully selected case studies. The first looks at how a contemporary account
of the issue and its moral implications are handled in the classroom. The second examines the consequences for classroom discussion
of a discrepancy between teacher expectations and student interpretations of an excerpt from Hitler’s Mein Kampf. The third also addresses a discrepancy, focusing on the institutionalized generation gap in school. Finally, the fourth
case shows how instructional communication benefits when participants assume a reciprocal, though not always articulated,
consensus opinion on NS. The interpretation of the cases illustrates how both the organizational framework of schools and
the specific conditions of classroom interaction shape the treatment of NS. Classroom interactions are strongly influenced
by the quirky, often unexpected, ways that students appropriate knowledge—ways that often conflict with the intended content
of the lesson and with public expectations for the treatment of Germany’s past. The analysis reveals a tension between the
under-moralization and the over-moralization of teaching the Holocaust, and a tension between the need to represent the crimes
of NS adequately, and to fulfill the goals of moral education. 相似文献
12.
Miyoun Lim 《Cultural Studies of Science Education》2010,5(4):899-909
Drawing upon van Eijck and Roth’s notion of “place as chronotope,” this review paper discusses historical consideration of
place as it assists us to conceptualize place in its collective, political, and dialogical nature. In a place, we are positioned
amidst of the multiplicity of histories and narratives within ever shifting various contexts of place. Historical consideration
acknowledges multiplicity and marginalization in a place, thus, legitimizes multiple place histories and invites multiple
narratives to engage in dialogical process of place. With historical consideration, place identity can be approached and framed
in its collective, dialogical nature within larger social, political contexts of place. The paper further suggests that place
based education should be able to acknowledge and invite multiple histories and marginalized voices of students into creating
a place to dwell together. 相似文献
13.
Sharon Avni 《Journal of Jewish Education》2014,80(3):256-286
This article sketches the trajectory of Hebrew education in the United States from the early 1900s to the present. Attending to the historiography of Hebrew education, it shows how current curricula and pedagogical approaches have been stamped by historical considerations and language ideologies, how goals and strategies have changed (or remained the same) over time, and how the evolution of the field has been driven both by internal dynamics within the Jewish community and by changes in the broader social and political context of the United States. It concludes with a framework for constructing a meaningful research agenda for the future. 相似文献
14.
Peter P. Grimmett Diane Dagenais Laura D’Amico Marianne Jacquet Roumi Ilieva 《Journal of Educational Change》2008,9(2):101-121
This study investigated the relationship between education policy changes and the working conditions of teachers and school
leaders in Vancouver, Canada. We found that policy does shape educators’ discourse about their work conditions. This shaping
manifested itself in the emotions teachers experience as they attempt to construct their identity as professional educators.
Apparent contradictions emerged in educators’ discussions of their work conditions, particularly their contrasting reports
of feeling satisfied with their working environment, yet concerned about issues related to workload and recognition. Two different
discourses, the political and the professional, emerged at a deep level of practice. These discourses express conflicting
emotions about teaching and teachers’ identity struggles in a context of rapid policy changes. The political discourse is
framed around a partisan response to policy changes. The professional discourse focuses on engagement in satisfying educational
activities. This study proffers a different conclusion to other studies implying a lack of understanding of practice by policy
reformers. It suggests that, while teachers are very aware of policy changes, frequently engaging in a partisan critique thereof,
they nevertheless temper that critique with a professional discourse shaped by pedagogical concerns in the local context.
This concern with the classroom context enables them to focus their energies on constructing their sense of professional identity
that frequently leads them to reinterpret policy initiatives from a local educator’s perspective. While the political discourse
has trappings of despair, the professional–pedagogical contains glimpses of hope.
We wish to express our appreciation of the work of Barbara Waldern in the analysis that supports the findings about the professional
lives of educators. 相似文献
15.
The author contends that career education has lost its way, and needs to be (re)located within a critical social justice framework
if it is to effectively prepare young people to engage with the social, political and economic discourses that inform the shaping of ‘career(s)’. Relating to the New Zealand context,
differing versions of social justice are outlined, the challenges for career education explored, and the potential for change
discussed. 相似文献
16.
丁钢 《Frontiers of Education in China》2009,4(1):1-9
Education must go beyond the borders of the disciplines and educators must make individual learning development a top priority
for education if they wish to fulfill their mission in theory and practice, and in order to promote the social development
by cultivating and developing the different individual learning. While individual development is a public issue, not a personal
affair, it is also a social issue. Thus, educational research bases itself on each type of development, as well as to its
existence in the mosaic of social and cultural understanding of the situation. Consequently, theoretical concept and empirical
study combine an intrinsic pedagogical paradigm mechanism. Furthermore as a theoretical approach to methodology, awareness
of the value of education and method-related activities, pedagogy becomes a special way of seizing the world.
__________
Translated by WANG Ying from Jiaoyu Yanjiu 教育研究 (Educational Research), 2008, (2): 3–6 相似文献
17.
Jane A. Van Galen 《The Urban Review》2010,42(4):253-270
This paper explores the possibilities of working with White, working-class teacher education students to explore the “complex
social trajectory” (Reay in Women’s Stud Int Forum 20(2):225–233, 1997a, p. 19) of class border crossing as they progress through college. Through analysis of a course that I have developed, Education and the American Dream, I explore political and pedagogical issues in teaching the thousands of teacher education students who are the first in
their families to attend college about social class. Arguing that faculty in teacher education too often disregard the significance
of deep class differences between themselves and many of their students, I propose that teacher education include coursework
in which upwardly-mobile students (a) draw upon their distinctive perspectives as class border-crossers to elucidate their
“complex social positioning as a complicated amalgam of current privilege interlaced with historic disadvantage” (Reay in
Women’s Stud Int Forum 20(2):225–233, 1997a, p. 25) and (b) complicate what Adair and Dahlberg (Pedagogy 1:173–175, 2001, p. 174) have termed a cultural “impulse to frame class mobility as a narrative of moral progress”. Such coursework, I suggest,
has implications for the development of teacher leaders in stratified schools. The paper draws upon the literatures on social
class and educational attainment, on the construction of classed identities in spite of silence about class in public and
academic discourse, and on pedagogies for teaching across class differences. 相似文献
18.
Louie F. Rodríguez 《The Urban Review》2008,40(5):436-453
In today’s reform context, much attention is placed on policies and outcomes and far less emphasis on understanding the social
and cultural processes in schools. Using case-study methodology, I examine relationships between low-income, urban high school
students of color, and the school adults with whom they interact. Using grounded theory, students’ experiences are analyzed
and interpreted through the lens of recognition. Recognition is used as both a theoretical and empirical concept to illuminate
students’ experiences and voices, especially since the construct is largely absent in the U.S. education discourse. Students
revealed that being known by adults, talking with adults, engaging with adults personally, and experiencing encouraging adults
were all critical elements of recognition. I suggest that student–adult relationships, via the practice of recognition in
urban schools, needs to be interrogated, deliberate, and political so that the transformative purpose of education can be
realized.
相似文献
| Louie F. RodríguezEmail: |
19.
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
20.
Miriam E. David 《The Australian Educational Researcher》2011,38(1):25-42
This paper is about changing concepts of equity in UK higher education. In particular, it charts the moves from concepts about
gender equality as about women’s education as a key issue in twentieth century higher education to questions of men’s education
in the twenty-first century. These changing concepts of equity are linked to wider social and economic transformations, the
expansion of higher education and the growth in the knowledge economy, or what has been called ‘academic capitalism’. Feminist
theorists and activists, often called second wave feminists, developed concepts of gender equality in education, including
higher education in the twentieth century, and these have been incorporated into higher education and policies with the expansions
of higher education, especially around notions of widening participation. Notions of widening participation in policy and
practice arenas focus on equity as about social class, socio-economic disadvantage, ethnicity and race, rather than specifically
on gender questions. Equity is now twinned with diversity and where gender is now invoked it is largely about young and working
class men’s disadvantage in relation to higher education. In this paper, I will also provide research evidence from the UK’s
Teaching and Learning Research Programme (TLRP) which has been the UK’s biggest ever initiative in education research about
equity and diversity as currently conceived in UK higher education. I will show how gender has been incorporated with diversity
questions and has lost its critical and feminist edge. I conclude with addressing questions about the future of higher education
policies and practices to address questions of equity and diversity, attempting to counter the systemic inequalities in current
forms of UK higher education. There are opportunities for developing new, critical and feminist pedagogies. More inclusive
or ‘connectionist’ approaches, rather than ‘teaching to the test’, would engage socially diverse men and women students in
a range of higher education subjects and settings. 相似文献