Remembering the Holocaust in Educational Settings

Description

Cover Half Title Series Information Title Page Copyright Page Dedication Table of contents Illustrations Contributors Series editors’ foreword Preface Acknowledgements Introduction: Education remembrance, and the holocaust: Towards pedagogic memory-work Education, teaching, and learning Memory, remembering, remembrance Education through remembrance (or, remembering to educate) Remembrance through education (or, educating to remember) Towards pedagogic memory- work Structure and overview Conclusion References Part I Issues, approaches, spaces 1 Lessons at the limits: On learning Holocaust history in historical culture Introduction Two opposite answers Historical learning, historical culture, and borderline events Genetic historical learning Genealogical historical learning Mediating perspectives: strategies and structures of historical learning A typology of historical learning Conclusion References 2 The anatomy of a relationship: The Holocaust, genocide, and education in Britain Introduction The international context Recent changes and continuities Genocide as a ‘legal norm’ in post-imperial Britain Genocide as ‘social norm’ and the emergence of ‘the Holocaust’ Teaching, learning, and memory politics Conclusion Note References 3 Väterliteratur: Remembering, writing, and reconciling the familial past Introduction Analysing Väterliteratur Sigfrid Gauch: interrogating the father as Nazi perpetrator Ruth Rehmann: examining the father as complicit bystander Katrin Himmler: reflecting on grandfather and great-uncle as Nazi perpetrators Conclusion Note References 4 Memories of survivors in Holocaust education Introduction Two different kinds of ego documents: diaries and testimonies Autobiographical accounts Documentation of Holocaust accounts collected by historical commissions Audio-recorded interviews Video interviews Opportunities due to digitalisation Dealing with statements of bystanders and perpetrators Conclusion Notes References 5 Figures of memory at the United States Holocaust Memorial Museum Introduction Museums as memorial spaces Shaping history, shaping memory What the visitor learned Conclusion Note References 6 Imperial War Museums: Reflecting and shaping Holocaust memory Introduction Memory and remembering in museums The Auschwitz model The Holocaust learning programme: principles and approaches The Holocaust learning programme: delivery and content Looking ahead: the Holocaust Galleries and new public engagement and learning programmes for 2020 Conclusion: testimony, trauma, and legacies References Further reading 7 Beyond learning facts: Teaching commemoration as an educational task in German memorial sites for the victims of ... Introduction At the historical site: learning and emotion Establishing empathy for the victims: between cognition and emotion Commemoration with Walter Benjamin’s concept of Eingedenken Public ceremonies and memorial rituals in educational settings involving young people Educational programmes about commemoration and memorial culture in German memorial sites Conclusion: challenges for future memorialisation in educational contexts Notes References Part II National perspectives, contexts, and case studies 8 Hitler as a figure of ignorance in young people’s incidental accounts of the Holocaust in Germany Introduction From Hitlercentrism to Hitleration Uses of Hitler in accounts of the Holocaust Conclusion: ignorance as a narrative convention Annexe: Holocaust utterances expressed by each class Notes References 9 Who was the victim and who was the saviour?: The Holocaust in Polish identity narratives Introduction Polish context Issues and challenges based on empirical studies Poland and international social agents Holocaust education in Poland (and other CEE states) Poles and their knowledge about the Holocaust Perceiving one’s own group as victims or moral saviours Two misconceptions – one goal (reanalysis of past survey data) Conclusion: biased Holocaust education as an identity-building tool Note References 10 Conveying the message of Holocaust survivors: Shoah remembrance and education in Israel Introduction Spring: a season of remembrance in Israel Institutionalising Holocaust commemoration: the early years Holocaust awareness and the Eichmann trial The central role of the survivors in promoting the study of the Holocaust The influence of Israeli lawmakers on Holocaust education The influence of survivors on the continued development of Holocaust education Developing a spiral, age-appropriate curriculum for Israeli pupils Paying homage to Holocaust survivors on Yom Hashoah Conclusion: long-term educational efforts Notes References 11 Holocaust education in the US: A pre-history, 1939–1960 Introduction The politics of race in the new intellectual environment American scholars and the Holocaust Intercultural education Race and minority group relations as a social issue Conclusion Note References 12 The presence of the past: Creating a new Holocaust and Genocide Centre of Education and Memory in post-Apartheid ... Introduction A brief overview of Holocaust memory and education in South Africa Holocaust education in the national curriculum of South Africa Centres of memory and education in South Africa Development of the newest centre of memory and education in Johannesburg Conclusion Notes References 13 Educational bridges to the intangible: An Australian perspective to teaching and learning about the Holocaust Introduction Melbourne as a multicultural city and home to a Yiddishist tradition AIH264: learning and teaching about the Holocaust at Deakin University since 1995 The establishment of the JHC and its focus on remembering and education Educating students to remember at the JHC Conclusion Notes References 14 Myths, misconceptions, and mis-memory: Holocaust education in England Introduction Limitations in knowledge and understanding Potential explanations Future directions Conclusion Notes References Index