2kNreeJ

Recommendations

Info

HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 54 Boy A: “I think Poland isn’t a very tolerant country, but in my opinion it is good. If Polish people are more tolerant, many people from Turkey and many Roma people will come to Poland. It’s not good because many of them are thieves, burglars and stuff like that. Look at Germany. Soon there will be more Turkish than German people. My cousin lives there and two months ago two Turks stole his iPhone. So, in my opinion, we don’t need them in Poland.” Boy B: “I’m not racist, in fact I am a pacifist. Everyone who is a well-behaved person can be my brother and sister. But I think that Roma are not a well-behaving nation. Stereotypes, which are not good, say that Gypsies are thieves and they are dirty and smell bad. Maybe it’s not true. But all the Roma I have ever seen were begging for money.” Boy C: “The problem of Sinti is not of their origin or colour of skin, or even not the language. They are just poor and the poverty is the biggest problem. It is always difficult to help poor people. In this case it is even more difficult because of the culture barrier. The laziest solution is to make them go away, which is not good in my opinion. It is just not right, and history proves that we shouldn’t accept any examples of intolerance. We have to show more action, then we will feel the reaction.” Girl D: “In the class we were talking about Roma people. There are many stereotypes about them. It didn’t help even if we couldn’t recognise Roma in the photos. Everybody was still talking about negative things and how other people are different from us. I think we should look for similarities and be more tolerant.” Apart from concluding that stereotypes and discrimination needed to be addressed in lessons, the teacher stressed how important it was to empower those students who speak out against the stereotypes. These students were aged 16-17 and at a school with a good reputation. Many would go to university. As the teacher said: “Most of them have educated parents. They know the definitions of terms such as stereotype, prejudice and discrimination.” The student who flagged up not being able to “recognise” Roma in the photos pinpoints the limitations of using historical sources to counter prejudice. To work with the prejudices students have, educators need time, determination and specific skills, and they need to be trained in methods that open up minds. This is a major challenge in education: can we equip educators with the skills and working environment (colleagues and school administration) conducive to this? In the meantime, working to empower peers and to introduce peer education can make a difference.
Conclusions This article is based on my own observations and exchanges with Roma and non-Roma involved in educational projects. To gain more substantiated insight into how learners and educators respond to projects about the genocide of Roma and Sinti, more thorough study – on both sides of the Atlantic – is necessary. This might be participatory or research-led, but both need careful planning and execution. A unique study is already underway at the Bavarian State Centre for Civic Education and the Department of Sociology, Ludwig-Maximilians-Universität München. In April 2015, a research project was launched into the use and resonance of the teaching materials The Fate of European Roma and Sinti During the Holocaust. The aim is to gain insight in how the topic is taught and learned. The study will also look at whether different types of knowledge about Sinti and Roma play a role in school settings. Experiences with the online teaching material will be analysed and discussed through guided interviews with teachers and students. The results, due to be published in 2017, are expected to give important input for further development of the education in this field. 25 It is hoped that other projects will also be evaluated in this way and that international exchange on the outcomes will be used to inform both NGOs and educational authorities. The Dutch student struggling to understand who the Roma are wanted to be able to see “them” as a homogenous group. The writer Markus End argues that we should focus on this mechanism in “majority” or mainstream society to understand anti-Roma discrimination. “The process involves not only the construction of the out-group, such as the ‘other’ or Gypsies, but purports an equally homogenized picture of the in-group.” 26 55 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 25 Robert Sigel is a member of the German delegation to the IHRA, a history teacher also working for the Bavarian Ministry of Education and the Bavarian State Centre for Civic Education. He has presented the teaching materials to many German audiences including students, teachers, police officers and policy-makers. Holger Knothe, Robert Sigel et.al.: Der Genozid an den europäischen Roma und Sinti als Thema schulischen Unterrichts. Eine qualitative Studie. Bayerische Landeszentrale für politische Bildungsarbeit, Themenheft2/2017, München 2017 26 Markus End (2014), Antiziganism as a Structure of Meanings: The Racial Antiziganism of an Austrian Nazi. 77-93. In Temofey Agarin (ed.), 2014 When Stereotype meets prejudice. Antiziganism in European Societies
Page 3 and 4: This publication is generously supp
Page 5 and 6: Practice Martin Hagmayr............
Page 7 and 8: 3. .With humanity still scarred by
Page 9: In the year 1998 then - Swedish Pri
Page 12 and 13: INTRODUCTION Carson Phillips, Ph.D.
Page 14 and 15: Holocaust. As we move further and f
Page 16 and 17: PEDAGOGY Karen Shawn The Poetry of
Page 18 and 19: HOLOCAUST EDUCATION IN PEDAGOGY, HI
Page 22 and 23: All of us expected to recover our t
Page 24 and 25: Herr Gartner had died. In his will
Page 26 and 27: lives just like ours—until their
Page 28 and 29: Kay Andrews Witness Memories in the
Page 32 and 33: have food so that they could then w
Page 36 and 37: Karen Polak Teaching about the Geno
Page 38 and 39: Educational practices developed thr
Page 42 and 43: Diversity and Dialogue HOLOCAUST ED
Page 44 and 45: Roma Involvement HOLOCAUST EDUCATIO
Page 46 and 47: Involving Roma of all ages. Roma su
Page 50 and 51: educated. The report was an eye-ope
Page 52 and 53: themselves in an imaginary position
Page 58 and 59: HISTORY Doris L. Bergen, Ph.D. The
Page 66 and 67: HISTORY Robert Jan van Pelt Untrump
Page 74 and 75: 7 Goldilocks Principle HOLOCAUST ED
Page 80 and 81: Emily Amie Witty, Ed.D. Universal a
Page 82 and 83: can be found in the sacred texts, i
Page 84 and 85: codified by the end of the 5 th cen
Page 86 and 87: Liberal Judaism in Germany HOLOCAUS
Page 90 and 91: PRACTICE Martin Hagmayr Teaching Ab
Page 94 and 95: Contextualising the Victims HOLOCAU
Page 96 and 97: From the T4 Program to the Holocaus
Page 98 and 99: Reactions of the Villagers HOLOCAUS
Page 102 and 103: Carson Phillips, Ph.D. Using Archiv
Page 104 and 105:
epresented. The process of deconstr
Page 106 and 107:
Although not all learners will have
Page 108 and 109:
Ghetto Photographs HOLOCAUST EDUCAT
Page 110 and 111:
HOLOCAUST EDUCATION IN PEDAGOGY, HI
Page 112 and 113:
Lauren Granite, Ph.D. Redefining Ho
Page 114 and 115:
2007, my students only identified G
Page 116 and 117:
Page 118 and 119:
Jumping classroom walls: bringing t
Page 120 and 121:
Carson Phillips, Ph.D. & Emily Amie
Page 122 and 123:
Page 124 and 125:
2 Why did Hitler hate Jews? Asked b
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
which demanded absolute obedience f
Page 136 and 137:
Page 138 and 139:
APPENDIX 1
Page 140 and 141:
CONTRIBUTORS
Page 142 and 143:
Page 144 and 145:
Page 146 and 147:
ABOUT THE NEUBERGER
Page 148:
ISBN: 978-0-9811031-5-0 Publisher:
show all

2kNreeJ

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?