Developing Holocaust Curricula: The Content Decision-Making Process

Lindquist, David H.

doi:10.3200/tchs.82.1.27-34

Cited by 12 publications

(1 citation statement)

References 7 publications

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“…14 Compare: Working with the non-literary aspects of the work, "understanding the text can be enriched by extra-literary contexts: contemporary, thought, biographical" (Hník, 2012: 143). 15 Approaches to the presentation of Shoah (holocaust) to pupils see for example Cohen, 2016;Drahi, 2015;Hirsch & Kascandes, 2004, Grech, 2000Imber, 2013;Lindquist, 2008Lindquist, , 2010Lindquist, , 2013Martin, 2007;Moisan & Hirsch & Audet, 2015;Schär & Sperisen, 2010;Shaer, 2017;Tinberg, 2005;Tinberg & Weisberger, 2014. 16 See Wiesel, 1999. Compare: "The Shoah's complexity necessitates that teachers establish a well-defined framework as they introduce the topic to their students" (Lindquist, 2013: 32).…”

Section: Place Of the Shoah Theme In The Educational System: Education And Teachersmentioning

confidence: 99%

Civic society in Bulgaria – Stages, opportunities and limitations

Pachkova¹

2019

3rd International E-Conference on Studies in Humanities and Social Sciences: Conference Proceedings

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The aim of the 3 rd International e-Conference on Studies in Humanities and Social Sciences (3IeCSHSS) was to bring together scholars, administrators and students from different countries, and to discuss theoretical and practical issues in different areas of Humanities and Social Sciences. The e-Conference was organized as a kind of a multi-disciplinary forum which provided the appropriate opportunities for inter-disciplinary communications.

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Section: Place Of the Shoah Theme In The Educational System: Education And Teachersmentioning

confidence: 99%

Civic society in Bulgaria – Stages, opportunities and limitations

Pachkova¹

2019

3rd International E-Conference on Studies in Humanities and Social Sciences: Conference Proceedings

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TLO 1: Demonstrate an Understanding of at Least One Period or Culture of the Past

Ludvigsson

2018

Teaching the Discipline of History in an Age of Standards

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The Boy at the Top of the Mountain as a Source of Axiological Ethics for Holocaust fiction

Mašát

2024

Child Lit Educ

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The main aim of this paper is to point out the artistic and other qualities of Boyne’s publication The Boy at the Top of the Mountain, especially in relation to what could be considered as a lack of scholarly reception of this artistic narrative. In summary, the transformation of Pierrot’s mindset from a humanistically minded bilingual boy to an uncritical recipient of Nazi ideas over the course of the narrative is effectively portrayed. It should also be noted that the change in axiological values in the narrative is influenced by events that entered the child character Pierrot’s life: for example, his stay in an orphanage or his long stay in a house on the top of a mountain owned by Adolf Hitler. Based on qualitative content analysis, the paper answers four questions: (1) How is Pierrot’s change of mind portrayed? (2) How does Pierrot as a child perceive Nazi ideas? (3) To what extent is the war the driving force behind the plot of The Boy at the Top of the Mountain? (4) Is The Boy at the Top of the Mountain suitable for children and young people to read at all?

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Developing Holocaust Curricula: The Content Decision-Making Process

Cited by 12 publications

References 7 publications

Civic society in Bulgaria – Stages, opportunities and limitations

Civic society in Bulgaria – Stages, opportunities and limitations

TLO 1: Demonstrate an Understanding of at Least One Period or Culture of the Past

The Boy at the Top of the Mountain as a Source of Axiological Ethics for Holocaust fiction

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