Titlebook: As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice; Zehavit Gross,E. Doyle Stevick Book 201

Gustatory

https://doi.org/10.1007/978-3-663-02440-8c methods. At the same time, all countries demonstrate narrative idiosyncracies by emphasising selective information and the local significance of the event, or by appropriating it in the interests of local populations.

沙草紙

Is Teaching and Learning about the Holocaust Relevant for Human Rights Education?sible contributions, and the limits, of Holocaust education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects could bring together concepts and experiences from both fields to develop further possibilities.

招待

取之不竭

jaunty

“Why Does the Way of the Wicked Prosper?”: Teaching the Holocaust in the Land of Jim Crow II in reconsiderations of American slavery and the effort to understand the Holocaust. This essay follows the researcher’s journey from Brooklyn, New York, in the late 1940s, to the deep South in the 1960s and 1970s, and in recent years to eastern Europe, in search of historical memory and the tools of reconciliation.

上坡

儲(chǔ)備

pacific

明確

Learning from Eyewitnesses: Examining the History and Future of Personal Encounters with Holocaust Sg and accepting emotions in education and teaching, from a refusal and rejection of emotion to embracing emotion; and (c) unexpected consequences of the growing attention for individual eyewitness testimony, including a diminishing of education about World War II as an international history involvin

aqueduct

Between Involuntary and Voluntary Memories: A Case Study of Holocaust Education in Israeludes toward the Holocaust in general and Holocaust education in particular. The chapter then describes the development of Holocaust education over the years, and finally analyses its major dilemmas and challenges.