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This article explores questions of the politics of knowledge and epistemology in relation to Holocaust education. It argues that, since knowledge is not neutral, we must be attentive to the role of ideologies in the selection and presentation of knowledge concerning the Holocaust in textbooks, in teaching, and in the media. The construction of knowledge about the Holocaust in classrooms is a relational process of meaning-making in which the cultures, perspectives and experiences of all involved come into play. For these reasons, the authors argue, Holocaust education should be considered in light of other fundamental questions, including the relationship of history, memory and identity in order to understand its actual and potential role in fostering democratic citizenship. 相似文献
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Sixty-five years after the liberation of Auschwitz, Holocaust education is at a critical juncture. Societies including Germany
and Israel have moved through several discrete stages both in their relationships to the Holocaust, and in education about
it. Those shifts will surely continue as the generation of survivors is progressively lost to the passage of time, taking
with them our most powerful links to history, memory, and understanding. This special issue explores Holocaust education research,
and locates it within our evolving understanding of the Holocaust itself, particularly in light of what is being learned within
Central and Eastern Europe, where so many of the atrocities were committed. This introduction considers the potential of Holocaust
education as well as its limitations, and the risks of its failure. It also considers the contexts in which Holocaust education
takes place, and the meanings that are at work in those contexts. While many goals and visions animate Holocaust education,
here we explore the notion of a culture of peace and remembrance. We close with a review of the contributions to this issue. 相似文献
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E. Doyle Stevick 《Prospects》2010,40(2):239-256
This article uses a socio-cultural approach to analyze the formation and implementation of Estonia’s Holocaust Day Policy,
a day of both commemoration for victims of the Holocaust and other crimes against humanity, and education about the Holocaust.
It investigates both the multi-level development of the policy in light of external pressure (from foreign advocates and transnational
groups including NATO and the Council of Europe) and the ways in which policy as normative discourse was constructed and its
meanings negotiated between international sources, the national government, and educators. It draws attention to the multifaceted
nature of discourse in a post-authoritarian context where power disparities further complicate an already complex trans-national
policy environment. 相似文献
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Institutional isomorphists and other proponents of world culture theory argue that schools around the world are converging in many ways, whereas anthropologists and others question this conclusion, often arguing that local cultural differences belie superficial similarities. These viewpoints are not merely academic explanations of the spread and apparent convergence of education policies and practices around the world but are often present in policy and practice. The authors seek both to shed new light on these often-entrenched positions and to refocus the debate by considering the presence and influence of such views in the policies and practices of international teacher exchanges. In the context of the expanding global labor market for teachers, the authors consider the implicit theories underpinning international exchange policies and the ways in which the exchange teachers themselves make sense of these policies.
In particular, we recognize that although extensive work has been done on the dynamics of policy borrowing, little attention has been paid to international exchange teachers as potential agents of isomorphism, adopting and disseminating practices at the local level. Paradoxically, the exchange policies construct a universal teacher who is interchangeable across national (and cultural) contexts, a view resonant with institutional isomorphists, while justifying the exchanges rhetorically on the basis of their value as a cultural exchange, a view more consistent with the culturalists. The teachers who participate, however—and who effectively self-select by their beliefs that such exchanges are possible—accept the interchangeability thesis and view such exchanges as a professional development opportunity. 相似文献
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The paper reviews a number of ethnographic studies of students in U.S. secondary schools to help understand the causes of a range of student behaviors from minor non-compliance to lethal violence. Based on these studies, as well personal experience, the authors suggest that educators and educational researchers approach and understand student perspectives on school life. Such perspectives often reveal the logic of non-compliance, and show that aspects of school structure and practice can exacerbate or contribute to violence. Student non-compliance and alienation can escalate into violence if the student view is not regularly consulted in schools. 相似文献
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