Holocaust Education in Quebec: Teachers’ Positioning and Practices

Abstract

History and Citizenship Education Volume 50, numéro 2-3, spring-fall 2015 URI : id.erudit.org/iderudit/1036432ar

Methods of Working with the Theme of Shoah in the Context of Institutional Education

“…With The Survivors´ Heritage corresponds The Historical Approach in which centre of which stands a view of the Holocaust from a history perspective. (Moisan et al, 2015) This approach uses the historical context in the presentation of one line of events of World War II and should lead to a deeper study of the issue and should include the context of history as well as reflecting on the concepts of democracy in opposition to totalitarianism and Nazi ideology, the concept of propaganda, social conformity, international relations, opposition groups (minorities) and their actions as victims.…”

“…The Multi-Level Approach is based on the premise that the transmission of ethical values should begin at a very early age. (Imber, 2013) Moisan et al (2015) define The Ethical Approach which should lead students to replicas of the questions. This teaching aims to stimulate the reflection of values such as tolerance, freedom, social order and its observance, justice, ambiguity of humanity.…”

“…This approach views the issue through power, rights, and legislation as well as human dignity. (Moisan et al, 2015) An Interdisciplinary Approach assumes that the presentation of a story of a specific person opens the possibility of knowing the events of the Shoah from various angles, which include an understanding of the human being and the human spirit. According to Imber (2013), even these metaphysical aspects should be part of the teaching about the Shoah.…”

The theme of the Shoah in the context of institutional education: Teachers, pupils and texts

“…This fact is not surprising, given the fact that in the educational reality pupils get to know the phenomenon especially within this educational field. Research on teachers of History has brought significant results (for example Moisan & Hirsch & Audet 2015;Schär & Sperisen 2010;Shaer 2017;Drahi 2015). Research that focuses on the views of literary education teachers on the implementation of a defined phenomenon in the teaching of literature is missing (we do not count on research into the selection of texts 19 ).…”

Civic society in Bulgaria – Stages, opportunities and limitations

“…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).…”