Mind the Gap: Holocaust Education in Germany, between Pedagogical Intentions and Classroom Interactions

Meseth, Wolfgang; Proske, Matthias

doi:10.1007/978-3-319-15419-0_10

Cited by 9 publications

(4 citation statements)

References 10 publications

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“…Currently, in well -developed countries, we can observe that public education is becoming less influential. Nevertheless, various case studies show that it can still serve as an effective instrument in the government's remembrance policy: it is used to establish emotional relationships between citizens and the interpretation of the past (Dror 2001); to promote a selection of events which are significant for national identity (Yablonka 2009); to associate past experiences with preferred behaviours (Meseth -Proske 2010); to shape political preferences (Bukh 2008;Fukuoka 2011) and even to mobilise young citizens and involve them as an additional force in ongoing political conflicts (Wang 2008). 4 The organisation of time results in an official calendar of political holidays and it informs citizens about the past events which are to be commemorated or celebrated.…”

Section: Figure 1: Relationships and Interdependencies Among Instrumementioning

confidence: 99%

Attitudes towards the Government’s Remembrance Policy in Poland: Results of an Experimental Study

Wawrzyński¹,

Schattkowsky²

2015

Politics in Central Europe

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The paper presents the results of an experimental study of Polish students’ attitudes towards their government’s remembrance policy (or, in other words, the intentional narration and interpretation of the past by the government). It includes four parts: a justification of why remembrance is a significant political asset in post-Communist Poland; a classification of remembrance policy instruments; a presentation of general results of the study; and a discussion of participants’ attitudes to particular policy instruments. In our assessment of the general results, we discuss three types of collected data: the results of the initial measurement of attitudes; the results of measurement after the manipulation of emotions (neutral vs. positive vs. negative) and commitment (no commitment vs. low commitment); and the results in terms of attitude change. In the section on attitudes to particular instruments, we compare participants’ support for different commemorative actions with their support for the governments’ dominant role in the popularising of remembrance narratives. The study’s results lead us to formulate three conclusions about the relationships between attitudes to the policy and Polish political culture.

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Section: Figure 1: Relationships and Interdependencies Among Instrumementioning

confidence: 99%

Attitudes towards the Government’s Remembrance Policy in Poland: Results of an Experimental Study

Wawrzyński¹,

Schattkowsky²

2015

Politics in Central Europe

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“…Qualitative and ethnographic research can shed much light into how meanings are co-constructed between teachers and students, and much of the most compelling research we have captures some of these micro-level interactions (e.g. Jennings, 2010;Meseth and Proske, 2010). In doing so, we may identify a series of unexpected but positive outcomes that can inform future practice.…”

Section: Bringing Advocacy and Research Into Dialoguementioning

confidence: 91%

Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Stevick

Michaels

2013

Intercultural Education

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“…Without this, many teachers are entering their classrooms pedagogically and methodologically unprepared to educate students about this complex topic in an inclusive way with a direction towards tolerance. Recent research (see Meseth and Proske, 2010;Proske, 2012;and Pettigrew, Foster, Howson, & Salmons, 2010) highlights the challenges teachers face when attempting to present the subject and respond to students without adequate preparation or guidance. Without comprehensive and consistent training, teachers lack the skills and confidence to approach the Holocaust as something other than a dark event from the past, thereby reducing it to a historical event rather than a manifestation of radical sentiments that are still very much alive in the present (Short & Reed, 2017;Macgilchrist & Christophe, 2011).…”

Section: German Curriculum and Education Plansmentioning

confidence: 99%

Holocaust Education in Germany: Ensuring relevance and meaning in an increasingly diverse community

Vitale

Clothey

2019

FIRE

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German Chancellor Angela Merkel's 'open-door' policy towards the recent wave of migrants and refugees to Europe shows promise for expanding the workforce and increasing diversity, yet opens up some significant cultural and religious differences. Although the government has created programs to aid in their transition, little attention has been paid to how school curriculum, particularly education on the Holocaust, is presented to students for whom the event lacks personal, religious, or social relevance or who may have been taught that it is a fabrication. This study focuses on how classroom material presents the rise of National Socialism and the Holocaust through a document analysis of curriculum materials from a Gymnasium in Hamburg, Germany. Results show that even at the highest level of the education system, students are not being presented with the material in a way that draws relevance to the present day nor fosters meaning for recent immigrants. For the Holocaust, which is both a significant historical event and a critical lesson in the importance of universal human rights, effective education is imperative in order to combat present global trends of radicalism and intolerance.

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Mind the Gap: Holocaust Education in Germany, between Pedagogical Intentions and Classroom Interactions

Cited by 9 publications

References 10 publications

Attitudes towards the Government’s Remembrance Policy in Poland: Results of an Experimental Study

Attitudes towards the Government’s Remembrance Policy in Poland: Results of an Experimental Study

Empirical and Normative Foundations of Holocaust education: Bringing research and advocacy into dialogue

Holocaust Education in Germany: Ensuring relevance and meaning in an increasingly diverse community

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