Holocaust and genocide education

במחקרה הנושא את השם: "בידו נָשָׂא ההרס, ויתֺץ את צלב־הקרס: התגבשות תודעת השואה הילידית הארצישראלית בראשיתה – המקרה של 'הַבֹּקֶר לַיְּלָדִים'", יעל ויילר ישראל בוחנת כיצד עוצבה תודעת השואה בקרב הילדים בארץ ישראל בשנותיה הראשונות של המדינה, באמצעות העיתון "הַבֹּקֶר לַיְּלָדִים". המאמר מתמקד בניתוח התכנים, הסיפורים והאיורים שפורסמו בעיתון, ומראה כיצד הם שיקפו את המאמצים להנחיל לדור הצעיר את זיכרון השואה ואת המסרים הלאומיים הנלווים לכך. ויילר ישראל מדגישה את התפקיד המרכזי של התקשורת החינוכית בעיצוב הזיכרון הקולקטיבי ובהבניית הזהות הישראלית הצעירה.

I want to begin by acknowledging that many of us in the West have been taught certain narratives, particularly regarding the Holocaust, and we often accept them without question because who would lie about such horrific atrocities, right?

But it's worth considering the complexities of human nature, including fallibility, motives, and the power of compelling storytelling to elicit sympathy or advance a cause.

The events at Jedwabne, in my view, fall into this category, and I'd like to explore this further.

Questo libro è uno strumento innovativo che connette educazione civica, didattica della storia e formazione, pensato per insegnanti, studenti universitari e ricercatori. I curatori propongono un approccio che unisce teoria e pratica laboratoriale, esplorando le varie sfaccettature dell’educazione civica a livello locale, europeo e globale. Non si tratta solo di una riflessione critica, ma anche di uno strumento ricco di spunti per una didattica attiva, sia per la Primaria sia per la Secondaria. L’educazione civica, definita per legge come un contenitore interdisciplinare, viene esplorata attraverso una vasta gamma di argomenti, dall’ambiente alla storia del territorio, dal terrorismo all’antimafia, offrendo così un’esperienza di apprendimento ricca e coinvolgente per lo sviluppo di competenze trasversali.

This book explores why some episodes of mass political violence and genocide are so much deadlier than others and under what conditions perpetrators in government and society opt for brutality as a means of accomplishing their goals. Introducing the new concept of “mass political violence” to explain genocide and other mass killings in the modern world, the author investigates “how” perpetrators sustain the capacity to enact violence on a large-scale, irrespective of motives. Cases including the Holocaust, Soviet Union, Rwanda, Cambodia, the Lord’s Resistance Army, the Islamic State, the Ottoman Empire of the 1890s, Mao Zedong’s revolutionary violence, the Congo Crisis, and Darfur are used by the author to identify four types of mass political violence perpetrators – state actors, state-society coalitions, state-sponsored groups, and non-state actors to explain historical trends and identify which perpetrators are most likely to emerge in a given socio-political context and sustain violence over time. Comparative and grounded in case studies, this book will interest policymakers, diplomats, governmental advisers, practitioners, and industry researchers. It will also be invaluable to students and scholars of Political Science, International Affairs, Holocaust and Genocide Studies, Human Rights, Sociology, Anthropology, Geography, Political Psychology, Religious Studies, Gender Studies, Public Policy, Media Studies, and Criminology.

During the Second World War, Volyn was the scene of brutal violence and fierce confrontation between different groups. The victims in many cases were civilians. While the fate of many groups attracts the attention of historians and is the subject of heated public debate, the fate of Roma, a small minority, remains in the shadows. Meanwhile, this group suffered almost total extermination during the war, and the persecution of this minority bore the hallmarks of genocide. In order to cover the formation of the anti-Roma policy and the fate of those declared an “undesirable elements,” the author explores a combination of factors that played a role: (1) the heterogeneity of Roma as a group led to sometimes unequal treatment during the war, because the factor of “nomadic” or “sedentary” way of life of Roma was important at least for a part of the occupation administration; (2) the duties of the various branches of the occupation authorities, such as the German civil administration and the SS police, who initially involved different approaches to the “Gypsy question,” but soon were agreed upon and unified due to the primacy of the SS-police in solving “security issues”; (3) the lack of clarity and completeness of the instructions on the “Gypsy question” from Berlin was compensated by the initiatives of local authorities, which handled this issue according to their own needs and local conditions; (4) the attitudes of the local population, both its civilian part and that one which participated in the occupation administrative and police apparatus, greatly improved the mechanism of persecution, helping the occupiers to “solve” effectively the “Gypsy question”; however, the significant closeness of at least part of the Roma community to the local population determined the extensive help to Roma in some places; (5) the position of independent collective military and political actors (Ukrainian and Soviet partisan movements), which enabled the rescue of a certain parts of the Roma community. The issue is explored in the context of the developments in Volyn during the war and the escalation of violence in the region, including most tragic episodes, such as the “final solution of the Jewish question” and the Volhynian massacre.

Der Beitrag thematisiert Perspektiven von Schüler*innen auf globalhistorischen Geschichtsunterricht mit dem thematischen Fokus auf Rassismus und daraus resultierende Möglichkeiten zur kritischen Auseinandersetzung mit Macht- und Ungleichheitsverhältnissen. Empirische Grundlage sind Interviews mit neun Schüler*innen, in welchen sie den selbst erlebten Unterricht reflektierten. Die Ergebnisse zeigen, dass die Unterrichtseinheiten es ihnen ermöglichen, bereits behandelte historische Inhalte neu zu per-spektivieren. Zudem schreiben die Schüler*innen Rassismus eine gesellschaftliche Relevanz zu, wobei dieser Gegenwartsbezug nicht zwingend mit der Reflexion eigener Subjektpositionen einhergeht. Dies zeigt die Bedeutsamkeit von Lebensweltbezügen für eine vertiefte Auseinandersetzung auf. Eine Diskussion von Gegenwarts- und Lebensweltbezügen im Unterricht ist deshalb entscheidend. Erst so können Schüler*innen Rassismus als ein globales Phänomen der Gegenwart historisch verorten sowie damit einhergehende Macht- und Ungleichheitsverhältnisse (selbst-)kritisch reflektieren.

Abstract of a paper responding to a call by Università degli Studi di Padova, Centro di Ateneo per i Diritti Umani “Antonio Papisca”, Padova, for the International Conference “Global Civil Society’s value and law power facing a crisis of values and law. Ideas and actions to shape an international order of peace,” November 11‒12, 2024. Presented on September 25, 2024. Not accepted on October 9, 2024.

Eine reflexive politische Bildung zielt auf Mündigkeit ab. In diesem Buch wird eine reflexive politische Bildung in Theorie, Didaktik und Praxis skizziert, die an einer Förderung von Denk-, Handlungs- und Urteilsmöglichkeiten orientiert ist. Dafür werden didaktische Spannungsfelder in ihrer Verbundenheit mit normativen Annahmen diskutiert. Die praktische Umsetzung reflexiver Bildungserfahrungen wird im Blick auf den sozialwissenschaftlichen Unterricht sowie auf die Antisemitismusprävention in der Schule betrachtet.
Im Ergebnis zeigt sich: Mündigkeit in der politischen Bildung kann nicht garantiert, aber organisiert und unterstützt werden.

Leseprobe: https://daten.wochenschau-verlag.de/download/41180_Leseprobe%20Mueller_Reflexivit%C3%A4t.pdf

Abstract: The world's peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also consid...

The world’s peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also considers a host of i...

La storia dei genocidi come educazione civica? La parabola delle "istituzioni di memoria" dal 2000 ad oggi e il caso di Levande Historia 1. Memory turn e crisi dei canoni: una rivoluzione silenziosa? Una condizione affinché la storia rientri con profitto nell'architettura di un curricolo è la coerenza con cui le finalità della disciplina -la sua ratio culturale -traspaiono da indirizzi e raccomandazioni dell'autorità che vi è preposta. Il panorama europeo resta fortemente diversificato da questo punto di vista; ma sono ben visibili i segni di una transizione in atto, da un regime di legittimità ad un altro. Fino al volgere del secolo scorso, il canone scolastico relativo alla storia si iscriveva in un solco comune: la ricerca di attribuire un senso teleologico ai diversi processi di nation building e di modernizzazione, e di legittimarli. Sul piano narrativo, gli elementi (svolte, conflitti...) posti in primo piano scandivano un percorso di autoaffermazione: guerre d'indipendenza, dialettica Stato-Chiesa, avvento della democrazia politica. Da questo racconto delle origini -etno-o Stato-centrico -si staglia, in controluce, une visione corale della cittadinanza e la netta sottolineatura delle sue frontiere 1 . Teso all'introiezione di luoghi stabili, punti d'ancoraggio per una comunità politica, questo modello presuppone una gerarchia tra un piano pubblico dell'agire storico (guerre, manovre diplomatiche, dialettica parlamentare) e un piano privato -solidarietà locali, appartenenze religiose o etnolinguistiche... -sprovvisto di dignità in quanto oggetto didattico. Destini dei vinti, e contraddizioni dei vincitori, restano al margine di ciò che potremmo definire come "il canone di tutti i canoni" (Grever, Stuurman 2007). La persistente riluttanza a confrontarsi con la storia più recente, con le sue lacerazioni, sommariamente saldate, del tessuto sociale, è stato un lascito di questa gerarchia implicita: le azioni di pulizia etnica perpetrate all'indomani della Seconda guerra mondiale, a est e a ovest della Cortina di ferro, o la complicità di corpi dello Stato con l'occupante straniero, sono state avvolte dalla medesima zona d'ombra 2 . Alla forza cogente di questo modello è venuto a contrapporsi un altro, iscritto (parafrasando Michel Foucault) in un «regime di verità» antitetico: l'esaltazione della relazione tra un soggetto morale, l'alunno, e tracce di immediata risonanza emotiva. L'identificazione, persino l'anacronismo, sono riabilitati come strumento di presa di coscienza. «Lasciatemi essere me stessa!» (Let me be myself) -l'esposizione itinerante su autonomia, pregiudizio e liberazione, che la Anne Frank house di Amsterdam propone ai suoi tanti partner internazionali -veicola, fin dal titolo, un messaggio più profondo del confronto con una pagina di diario 3 ; anche nel contesto italiano, la pedagogia della non-violenza imbastita dalla Scuola di Pace di Montesole (Bologna) sui luoghi di una strage senza nome è un esempio di riattualizzazione di un trauma collettivo a fini edificanti, "trasformativi". Il contatto con la

The article discusses the immense devastation and suffering experienced by the people of Gaza, describing the destruction of homes, businesses, infrastructure, and vital community institutions like churches. It highlights the profound human toll, with vulnerable populations like widows, orphans, and displaced persons bearing the heaviest burdens. It calls on the global Christian community to respond with urgent compassion, substantial aid, and a resolute commitment to rebuild Gaza and restore dignity to its inhabitants. It emphasizes that this transcends physical reconstruction, requiring an embodiment of Christ's teachings to stand in solidarity with the people of Gaza and offer them hope, healing, and the resources to reclaim their lives.

This contribution sketches societal conditions for an up-todate work of remembrance in the context of our current experience in migration societies, and analyses self-images of migration society in the sense of a construction of an 'us' as well as phenomena of secondary antisemitism. Also, the memorial practices within a European remembrance of the history of National Socialism are examined within this context. Memorial practices in migration societies are understood as multi-perspective constructs of relational history. The author argues from her own West German context; similarities and differences to the Austrian situation remain to be discussed.

The word and the concept of genocide were invented and published in 1943-1944 by Raphael Lemkin. The term became known during the Nuremberg Trials and was implemented under the UN Convention in 1948. This introductory study brings closer the prehistory of the term, starting from the First World War to its uses and instrumentalisation today.

This paper explores the interconnectedness between global citizenship, global education, and Education for Sustainable Development (ESD), highlighting their synergies and potential integration in educational practices. It delineates the principles of each domain and discusses how they overlap, emphasizing the importance of fostering interconnectedness, responsibility, and engagement with global issues. Practical applications, such as global action projects and curriculum design, are discussed to demonstrate how global citizenship can be integrated into educational settings. Ultimately, the paper argues that by embracing global citizenship principles, educators can empower students to become informed, empathetic, and active global citizens committed to building a more sustainable and just world.

Der Aufsatz schlägt die Wiederholung narrativer Interviews als Methode vor, um zu erfassen, wie sich die Grenzen des Stadtraums im Alltag der Bewohner_innen kontinuierlich verschieben. Theoretischer Ausgangspunkt ist ein konjunkturelles Verständnis von Stadt und Wohnen. Diesem Verständnis nach drücken sich stets variierende Machtverhältnisse in transnationalen und globalen Kontexten im lokalen Handeln aus: an konkreten Orten und zu bestimmten historischen Momenten. Der Aufsatz diskutiert exemplarisch das Wiener Neubaugebiet Monte Laa. In diesem wurden 2011 und 2018 narrative, wohnbiographische Interviews mit denselben Bewohner_innen durchgeführt. Anhand des Vergleichs der beiden Interviewserien wird diskutiert, wie sich konjunkturelle Veränderungen im Wohnalltag ausdrücken. Die Wiederholung der Interviews veranschaulicht, wie sich im über die Zeit veränderten Wohnalltag in Monte Laa zunehmend rassistische Diskurse in Österreich und in anderen Ländern Zentral- und Osteuropas belegen ...

Als ausgesprochen flexibel und wandlungsfähig haben sich die antisemitische Ideologie und die aus ihr hervorgehenden Welt-und Selbstbilder immer wieder erwiesen. Insofern ist es auch keineswegs erstaunlich, dass antisemitische Bilder und Praktiken auch heute Anknüpfungspunkte finden. Die folgenden Ausführungen gehen aktuellen Erscheinungsformen von Antisemitismus nach und fragen, wodurch antisemitische Auffassungen in der gegenwärtigen Einwanderungsgesellschaft begünstigt werden. Gefragt wird dabei insbesondere nach Zusammenhängen zwischen Diskriminierungserfahrungen in der Einwanderungsgesellschaft und der Verwendung antisemitischer Stereotype zur Selbstdarstellung. Davon ausgehend sollen Perspektiven entwickelt werden, die es ermöglichen, die eigenen Beziehungen zu einem gesellschaftlich normalisierten Antisemitismus zu reflektieren. Für die Bildungsarbeit werden Zugänge zu einem selbstkritischen und die Heterogenitäten der Beteiligten reflektierenden Umgang mit Antisemitismus vorgestellt.

Das Werk einschließlich aller seiner Teile ist urheberrechtlich geschützt. Jede Verwertung außerhalb der engen Grenzen des Urheberrechtsgesetzes ist ohne Zustimmung des Verlages unzulässig und strafbar. Das gilt insbesondere für Vervielfältigungen, Übersetzungen, Mikroverfilmungen und die Einspeicherung und Verarbeitung in elektronischen Systemen.

There is an ongoing genocide՝ 1894-1896, 1905, 1909, 1915-1920, 1918, 1919, 1920, 1988-1990, 2016, 2020, 2022-2023։
• Leaving aside all the historical facts, which sooner or later will be paid attention to,
• Let's not even touch on the genocide in Sumgait in 1988, only with the help of which the issue of Artsakh could have been resolved once and for all, and the trial on which began in a number of cities of the Soviet Union, sentences were even handed down, but the process was suspended after the collapse of the Union. There is already a lot of material for this problem, and it is appropriate to rediscover it and call a spade a spade. It was a genocide organized at the state level, the addresses of the Armenians were mapped in advance, and iron fittings were specially honed in workshops,
• While leaving the investigation of the killings of civilians during the "four-day" war in April 2016, the abuse of the living and bodies of the dead, torture and beheading, which the human rights defender has repeatedly sent reports to relevant international organizations,
• Today it is unacceptable, moreover, it is a crime to avoid investigating and condemning a crime against humanity committed and ongoing since 2020, and the search for a name for it other than genocide is immoral. In jurisprudence, as in any other science, there are clear, unambiguous, non-synonymous terms that, if you replace them with words such as "ethnic cleansing", "humanitarian catastrophe", you distract society from correct assessments and avoid consequences, which means that you have specific goals, and exactly: to help someone avoid a just punishment. Luis Moreno Ocampo, the first prosecutor of the International Criminal Court, an Argentine lawyer investigating crimes against humanity, among all the lawyers who recognize this fact, is one of the few, if not the only one, who speaks about this and calls what happened genocide, although many people began to confess in a low voice their belief in the genocidal nature of what is happening.

...One need only inquire about when, why and how the ancient and characteristic geographic term "Armenian Plateau" was replaced by the artificial phrase 'Eastern Anatolia' in professional geographical literature..
The answer to the question "when" is obvious: it happens after the genocide of 1915.
The answer to the question "why" is not difficult to guess. Especially for a murderer the end justifies the means, the means was genocide. The goal is in all acceptable and unacceptable ways to erase the egregious facts about Armenians being a native. And the Armenian origin has been repeatedly confirmed and continues to be confirmed by anthropological, linguistic, and genetic studies. After the Armenian Genocide of 1915, when the owners of the Armenian Plateau were already destroyed, it was time to extrude the immemorial geographical term that offended the killer's ears every time, and by which the world recognized this piece of Earth, the natural mountain fortress of the indigenous nation - the Armenian Plateau, which coincides with the borders of Armenia. There had originated and developed the Armenian civilization, Armenian history, Armenian language, and Armenian culture. And the progressive civilized world has provided great support to those who falsify history.

Im Mittelpunkt des Beitrags stehen geschichtsdidaktische Überlegungen zum aktuellen Stellenwert von Erinnerungskulturen als Gegenstand historisch-politischer Lernprozesse in der österreichischen Sekundarstufe. Zu diesem Zweck wird eine erste Analyse auf drei Ebenen durchgeführt. Zunächst wird die Relevanz des Themas Erinnerungskulturen im aktuellen Lehrplan für das Unterrichtsfach „Geschichte und Sozialkunde / Politische Bildung“ betrachtet. Ergänzend dazu wird ein exemplarischer Blick auf die Umsetzung dieser Vorgabe in einem aktuellen Schulbuch geworfen. Abschließend werden dazu erste empirische Ergebnisse zu den Vorstellungen von Schülerinnen und Schülern zum Umgang mit Erinnerungskulturen in Beziehung gesetzt.

This dissertation examines how the concept of "disciplinary thinking" became a focus of Ontario's revised 2013 and 2015 Canadian and World Studies curriculum documents. It begins with a history of curriculum studies that highlights the focus of contemporary curricular scholarship on the challenges of living life in "the age of fracture." It then offers a history of "historical thinking" as a pedagogical concept, illustrating that this concept had the potential to address many of the issues associated with life in the age of fracture. A close analysis of the 2013 and 2015 curriculum documents, however, reveals that the promise offered by disciplinary thinking has not been fulfilled. This raises the obvious question: why has this occurred? The final chapters of this dissertation answer this question by analyzing the process that led to the Canadian and World Studies curriculum documents.

For various reasons, the Polish-Ukrainian conflict of 1941–1942 has not received in-depth treatment in Russian and German historiography. Russians have little interest in the history of Poland and Ukraine, preferring to study either their own country or Western European countries; German historiography concentrates on studying the Holocaust and pogroms in this region.

Transnationale Erinnerung im Journalismus 1. Einleitung: Zum "transcultural turn" in der Erinnerungsforschung Räumliche Entgrenzungsprozesse, die als Globalisierung, Transnationalisierung, Transkulturalisierung und auch spezifisch als Europäisierung beschrieben werden, finden auf ganz unterschiedlichen Ebenen stattin der Politik, der Wirtschaft oder auch der Kultur. Vor diesem Hintergrund besitzt die Frage, inwieweit und in welchen Formen auch Kommunikation bzw. mediale Öffentlichkeiten und Erinnerungshandeln als soziale Praxis (Sommer 2018) nationale Grenzen überschreiten können, empirisch-analytische Relevanz, wie auch Aleida Assmann und Sebastian Conrad formulieren: "Today, nations no longer construct their past in a totally self-contained fashion. Instead, they find themselves increasingly under the observation and subject to the criticism of other nations" (Assmann und Conrad 2010a, 4-5). Gleichzeitig ist auf die normative Notwendigkeit von transkulturellen Formen der Erinnerung hingewiesen worden: "It is difficult to realize the promise of a new peaceful and democratic globe without a mnemonic community that transcends the nationstate and enhances cultural diversity and global solidarity" (Misztal 2010, 41). Während das konventionelle Konzept des ‚kollektiven Gedächtnisses' stark im Container des Nationalstaats eingebettet war und die Forschung v. a. in den 80er-und 90er-Jahren gewissermaßen auch als "nationaler Reflex auf den Globalisierungsdiskurs" (Levy und Sznaider 2007a, 25) verstanden wurde, bedarf es im neuen Jahrtausend einer "transkulturellen Wende" (Erll 2012, 146) bzw. eines "transnational turn" (De Cesari und Rigney 2014, 3; Erll und Rigney 2018) in der Erinnerungsforschung. Notwendig sind die Entwicklung neuer theoretischer Ansätze und methodischer Instrumente sowie der Identifizierung neuer Orte und Archive, um Erinnerungspraktiken jenseits des Nationalstaats zu erforschen (De Cesari und Rigney 2014, 2). Kommunikation und Medien spielen hierbei eine zentrale Rolle. So hält Andreas Huyssen in Bezug auf die spezifische Bedeutung der Nachrichtenmedien für eine globale Kultur der Erinnerung fest: The voraciousness of the media and their appetite for recycling seems to be the sine qua non of local memory discourses crossing borders, entering into a network of cross-national comparisons, and creating what one might call a global culture of memory. (Huyssen 2003, 95) Dieser Beitrag nimmt den "transcultural turn" oder "transnational turn" der Erinnerungsforschung als Ausgangspunkt für die Diskussion des Forschungsstandes und der Nutzbarkeit der entwickelten Ansätze für die Kommunikations-und Medienwissenschaft. Das besondere Interesse liegt dabei in der Rolle des Journalismus für die Open Access. © 2023 bei den Autorinnen und Autoren, publiziert von De Gruyter. Dieses Werk ist lizenziert unter der Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Lizenz.

A slavery simulation that took place as part of a field trip for students of a Hartford junior high academy led a father to file a human rights suit against the school district, and for one official to comment that simulations of complex and tragic human phenomena have "no place in an educational system." In light of these conclusions, this paper explores this case in the context of other similar simulations in order to offer a more measured response to using them in classrooms, one that balances the value of such simulations with the hazards they present for teachers and students.

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visi...

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visi...

Jörg Hackmann, Peter Oliver Loew (Hrsg.): Verflechtungen in Politik, Kultur und Wirtschaft im östlichen Europa. Transnationalität als Forschungsproblem. Wiesbaden: Harassowitz 2018, 211 S. (=Veröffentlichungen des Deutschen Polen- Instituts Darmstadt Bd. 35; Völker, Staaten und Kulturen Ostmitteleuropas Bd.6)

»After all, I don't live in the country of Halle or Hanau, but in the country of Halle and Hanau.« With these words, the artist Hito Steyerl decisively rejected the playing out of anti-Semitism and racism in the debate about the documenta. Anti-Semitism and racism are part of German reality.
In the series of workshops we want to take this into consideration and explore what it means for artistic practice. We want to artistically examine the commons that documenta fifteen addressed with »lumbung«, discuss them in the translocal context of German and against the background of international histories of violence and resistant struggles, and understand them as contact zones: As shared spaces, but also as sites of conflict.

With contributions by Reza Afisina und Iswanto Hartono (ruangrupa), Havîn Al-Sîndy , Ulf Aminde, Livia Erdösi, Eduard Freudmann, Suy Lan Hopmann, Leon Kahane, Grégoire Rousseau (Lumbung Radio), Dmitry Vilensky (Chto Delat), Kervin Saint Pere, Vassilis Tsianos, Nora Sternfeld, Anja Steidinger, Sarah Savalanpour and Julia Stolba and students of the HFBK Hamburg

Das vorliegende Themenheft "partizipativ.erinnern-Praktiken, Forschung, Diskurse. Eine Bestandsaufnahme" vereint mit den Beiträgen seiner Autorinnen und Autoren diese Themenfelder aus historisch-politischer Bildung, Jugendverbandsarbeit, künstlerischer sowie museologischer Praxis und sozialwissenschaftlicher Forschung. Es zeigt die zeitgenössische Erinnerungskultur in ihrer Vielfalt und wird so auch unserer Gesellschaft gerecht.

Download (pdf/zip) Inhalt 1. Geschichtsdidaktische Distanz zum Thema "Globalisierung" 2. Geschichtsdidaktische Problemfelder des nationalhistorischen Kerncurriculums 3. Arbeitsfelder der global orientierten Weltund Globalgeschichte und geschichtsdidaktische Anregungen 4. Beispiele für Geschichtscurricula mit globaler Orientierung Schlussbemerkung

This research was commissioned by The Pears Foundation and the Department for Children,  Schools and Families (DCSF). The aims were to examine when, where, how and why the  Holocaust is taught in state-maintained secondary schools in England, and to inform the  design and delivery of a continuing professional development (CPD) programme for teachers  who teach about the Holocaust. A two-phase mixed methodology was employed. This  comprised an online survey which was completed by 2,108 respondents and follow-up  interviews with 68 teachers in 24 different schools throughout England.  The research reveals that teachers adopt a diverse set of approaches to this challenging and  complex subject. In the report, teachers’ perceptions, perspectives and practice are presented  and a range of challenges and issues encountered by teachers across the country are explicitly  identified. The research shows that, although most teachers believe that it is important to  teach about the Holocaust, v...

This research report has been written under the auspices of the University College London (UCL) Centre for Holocaust Education. The Centre is part of the UCL Institute of Education – currently the world’s leading university for education – and is comprised of a team of researchers and educators from a variety of different disciplinary fields. The Centre works in partnership with the Pears Foundation who, together with the Department for Education, have co-funded its operation since it was first established in 2008. A centrally important principle of all activity based at the UCL Centre for Holocaust Education is that, wherever possible, classroom practice should be informed by academic scholarship and relevant empirical research. In 2009, Centre staff published an extensive national study of secondary school teachers’ experience of and attitudes towards teaching about the Holocaust (Pettigrew et al. 2009). This new report builds on that earlier work by critically examining English s...

This paper explores relationships between teaching aims and student knowledge and understanding of the Holocaust in discussion of selected findings from two large-scale empirical studies conducted in English secondary schools. It draws on the work of educational theorists Gert Biesta and Michael Young in order to extend and expand upon the dominant, dichotomising discourse of "historical versus non-historical" approaches within which much existing Holocaust education literature has previously been framed. Following Young, the paper asks: What forms of knowledge of the Holocaust are most "powerful" in terms of facilitating student understanding? And further: Which teaching aims are best suited to ensuring all students have access to these?

Local administrations played an important role in the persecution and murder of European Jews in
occupied, allied, and sovereign countries. They helped the Nazis to ghettoize and to mark the Jews, to
take over their property, to collect taxes, and to organize mass shootings and deportations to the
extermination camps. Without the help of numerous officials in the communal, district and county
administrations, the Nazis would not have been able to murder 6 million Jews, while fighting against
the Soviet Union, occupying countries in Western and Eastern Europe, and struggling with the
resistance movements. The role of local administrations in the implementation of the Holocaust was
significant.

In den letzten Jahren wurden große Teile der Daten des Holocaust-der Vertreibung europäischer Juden und anderer Minderheiten-digital aufbereitet und nicht selten auch mit Geokoordinaten versehen. Dies eröffnet in Verbindung mit historischen Wikis die Möglichkeit mit Schülerinnen und Schülern Erinnerungsräume medial zu gestalten und Geschichte öffentlich zu schreiben. Dieser Beitrag diskutiert zunächst die Verbindungen zwischen dem GW-Unterricht und der Konzeption der Holocaust Education im Allgemeinen. Im weiteren beschreibt er Didaktiken zu Erinnerungsorten und stellt eine Lernumgebung vor, in der Schülerinnen und Schüler, im Alter von 14 Jahren, betreut die Geschichte einzelner deportierter Personen und Orte schreiben.

Verschiedenheit wurde im 19. Jahrhundert nicht als Minderheitenproblem diskutiert, sondern als Frage individueller Freiheitsrechte, sagt Historiker Till van Rahden. © Getty Images / iStockphoto / valeo5 Till van Rahden im Gespräch mit Catherine Newmark • 05.02.2023 Bei kultureller Verschiedenheit denken wir meist an "Minderheiten"-der Historiker Till van Rahden zeigt in seinem Buch über jüdisches Denken, warum Verschiedenheit im Zentrum liberaler Gesellschaften steht. Aus der Sendung Sein und Streit Wenn es um die Rechte oder die Diskriminierung gesellschaftlicher Gruppen geht-ob Migrantinnen, Juden oder Frauen-dann sprechen wir Audio herunterladen Podcast abonnieren

Die frühere CDU-FDP-Landesregierung von NRW hat das Kulturwissenschaftliche Institut NRW (Harald Welzer u.a.)  Ende 2008 mit einem Gutachten zur Weiterentwicklung der Erinnerungskultur in Nordrhein-Westfalen betraut.  Dessen dramatische Defizite sind hier analysiert.