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Educators and students face many questions when exploring the history of the Holocaust. This book addresses the ways in which we teach and learn about the Holocaust, applying sociological concepts and discussing the wider implications of the Holocaust on human rights and international law.
"The author's search for the annihilated Polish community captured in his grandfather's 1938 home movie. Traveling in Europe in August 1938, one year before the outbreak of World War II, David Kurtz, the author's grandfather, captured three minutes of ordinary life in a small, predominantly Jewish town in Poland on 16 mm Kodachrome color film. More than seventy years later, through the brutal twists of history, these few minutes of home-movie footage would become a memorial to an entire community--an entire culture--that was annihilated in the Holocaust. Three Minutes in Poland traces Glenn Kurtz's remarkable four-year journey to identify the people in his grandfather's haunting images. His search takes him across the United States; to Canada, England, Poland, and Israel; to archives, film preservation laboratories, and an abandoned Luftwaffe airfield. Ultimately, Kurtz locates seven living survivors from this lost town, including an eighty-six-year-old man who appears in the film as a thirteen-year-old boy. Painstakingly assembled from interviews, photographs, documents, and artifacts, Three Minutes in Poland tells the rich, funny, harrowing, and surprisingly intertwined stories of these seven survivors and their Polish hometown. Originally a travel souvenir, David Kurtz's home movie became the sole remaining record of a vibrant town on the brink of catastrophe. From this brief film, Glenn Kurtz creates a riveting exploration of memory, loss, and improbable survival--a monument to a lost world"--
Educators and students face many questions when exploring the history of the Holocaust. This book addresses the ways in which we teach and learn about the Holocaust, applying sociological concepts and discussing the wider implications of the Holocaust on human rights and international law.
How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.
Welche Möglichkeiten eröffnet eine Verbindung von historischem Lernen und Menschenrechtsbildung sowohl für ein Empowerment der Lernenden als auch für die Weiterentwicklung beider Bildungsansätze? Und wie kann eine solche Verbindung in der Bildungspraxis aussehen? Das Handbuch bietet Bildungspraktiker_innen in der schulischen und außerschulischen Bildung sowie in der universitären Lehrer_innenausbildung Antworten und Anregungen aus theoretischer und praktischer Perspektive. Der entwickelte Change Ansatz ist dabei Klammer für die Auseinandersetzung mit menschenrechtsbezogenem Wandel in der Vergangenheit und dessen Förderung in der Gegenwart.
Educators and students face many questions when exploring the history of the Holocaust. This book addresses the ways in which we teach and learn about the Holocaust, applying sociological concepts and discussing the wider implications of the Holocaust on human rights and international law.
Nathan A. Kurz charts the fraught relationship between Jewish internationalism and international rights protection in the second half of the twentieth century. For nearly a century, Jewish lawyers and advocacy groups in Western Europe and the United States had pioneered forms of international rights protection, tying the defense of Jews to norms and rules that aspired to curb the worst behavior of rapacious nation-states. In the wake of the Holocaust and the creation of the State of Israel, however, Jewish activists discovered they could no longer promote the same norms, laws and innovations without fear they could soon apply to the Jewish state. Using previously unexamined sources, Nathan Kurz examines the transformation of Jewish internationalism from an effort to constrain the power of nation-states to one focused on cementing Israel's legitimacy and its status as a haven for refugees from across the Jewish diaspora.
"Collected voices make clear why Holocaust, genocide, and human rights education are more crucial than ever. After the Holocaust brings together scholarship, activism, poetry, and personal narratives from some of the last living survivors of the Holocaust to tackle the changing face of genocide and human rights education in the 21st century. The collected voices draw on decades of research on the Holocaust and discuss how it can help us understand and educate about a range of human rights issues throughout history, and, in turn, that local histories of other human rights atrocities can shed light on the way the Holocaust is represented and taught. Advancing the dialogue between civic advocacy, public remembrance, and research, the contributors of this edited collection discuss Holocaust education's broad relevance in a human rights framework. 'The first- and second-generation survivor accounts are treasures--invaluable reflections that anchor this collection.'--David MacDonald, author of The Sleeping Giant Awakens: Genocide, Indian Residential Schools, and the Challenge of Conciliation"--
Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.
This book asks how the moral messages of the Holocaust can best be transmitted. It deals not with historical events, but with possible ways of learning about these events and their significance. The underlying purpose is to expose the reader to sometimes antithetical, and at other times complementary, views concerning the teaching of the subject.