1 year ago



themselves in an

themselves in an imaginary position of isolation: where would you go, if, like Max Bamberger, you needed to flee your country? HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 52 This seemed to be a step away from history to a distant and imaginary “what if”. However, in the Croatian context the war of independence in the 1990s made such a question quite relevant. One educator in the group had been sent to Hungary at the age of 10, to escape the conflict. When she came back two years later, the family had great difficulties to bridge the different experiences they had had. Such an assignment plays a different role against the background of a still very present war, with refugees and genocide, than it would in other parts of Europe. In Graz, in Austria, in 2015, a workshop for an international group of teachers was structured along the same lines as the workshop in Zagreb. Another motivated and engaged group of teachers developed lesson plans, but prejudices in society today did not play a role in their group discussions or presentations. When the participants were asked to reflect on the possible contribution of such lessons in fighting prejudice and discrimination, a Greek teacher described her experience in a small local shop, just days previously: a customer had paid for her goods and was packing them in her bag, and the shopkeeper had turned away when another customer started to shout “Thief, the Roma woman is stealing from your shop”. The woman had continued to scream, even after the customer, the teacher and the shopkeeper had told her she was wrong. The Roma woman had left the shop in tears. The group of educators seemed dispirited and agreed that learning about history would not help deal with this kind of prejudice. Students in Poland A Polish history teacher who had taken part in the first meeting on the teaching materials in Brno in 2012 later shared short texts written by students at her school after a lesson on the Roma genocide on the basis of these materials. Some of the quotes are shocking in their blatant racism. However, it can be educationally useful to have these opinions out in the open during a structured lesson, so that students can challenge their peers and reflect on the consequences of stereotypes and prejudices and discrimination can be encouraged.


DP1610 Auschwitz bklt.qxd - BBC
766 HMD Inside06.qxd - Holocaust Education Trust of Ireland
What do students know and understand about the Holocaust?
“Why, what and how to teach about the Holocaust in the classroom”
Dictionary of Genocide - D Ank Unlimited
the quest for racial purity - United States Holocaust Memorial Museum
Roma Genocide Remembrance Initiative
Dissecting Holocaust Dissecting Holocaust
LAST FLIGHT OF PETR GINZ / Study Guide - the United Nations
Persecution of Gypsies and the Porrajmos - National Union of ...
Lynn Jackson brochure - Holocaust Education Trust Ireland
A Child's Diary of the Holocaust Study Guide - Vancouver Holocaust ...
Volume 4 No 1 - Journal for the Study of Antisemitism
teaching the holocaust 2004 summer workshop - Southern Institute ...
A Curriculum Guide for Grades 9–12 - State of New Jersey