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HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 56 Essential to the task that we must set ourselves is a focus on the majority and on mainstreaming education about the history of the genocide. This should include the mechanisms that led up to the genocide, but also an understanding of how many of these mechanisms are still present in contemporary hate speech and discrimination. It is encouraging that many educators are keen to take part in workshops and use the available educational materials in their lessons about the genocide of the Roma. However, it is clear that many are at a loss on how to respond to prejudices. Concrete suggestions for effective educational approaches and professional development opportunities for educators, specifically in dealing with anti- Roma sentiments, are essential. Considering the influential role that the media have, it might be useful to look more carefully at whether students can, by analysing the role of the media, better understand the mechanisms of stereotyping and scapegoating in society. It would also be valuable to promote good practice in the media. However, the first step must be to empower Roma to play a bigger role in education, by creating opportunities to acquire knowledge, develop skills and make possible exchanges between active Roma. A second step is to promote dialogue between Roma and non-Roma educators everywhere, in formal and informal education. This might also lead to more non-Roma educators inviting Roma into their classrooms to meet their students. The many conversations that I have had with Zoni Weisz, a Sinto from the Netherlands, have given me knowledge, insights and most importantly inspiration to work on this topic. His international role in commemorative and educational projects includes speaking to the German Bundestag in 2011 and more recently leading the Auschwitz Requiem project. Commemoration of his family, who perished in the Holocaust, education and dialogue all seem intricately linked. Zoni Weisz was staying with his aunt when in 1944 his parents, sisters and younger brother were arrested during a national round up. He was seven years old at the time. His entire family was taken, via Westerbork, to Auschwitz-Birkenau. Zoni managed to survive the war by going into hiding. But the sudden loss of his family was a trauma he carried with him for the rest of his life. Describing the post-war search for family members and the haunting memory of lost lives he passes on a message to us all: 27 27 www.romasinti.eu, short filmed interview under the heading ‘Search’
“… It also shapes your behaviour towards the community. You know the people around you. It also determines how you raise your children. Treat others with respect, do not judge, do not condemn. That’s what it is all about.” Acknowledgements I would like to thank Catherine Mueller, College of Charleston, USA, for her thoughtful comments on this article and invaluable editorial advice. This article is an adapted version of a piece first published in Esteban Acuña, Anna Mirga, Piotr Trojański (eds.), 2015 Education for Remembrance of the Roma Genocide. The role of youth in building collective memory; a publication based on contributions to the conference (July 31-August 1, 2014) Education for Remembrance of the Roma Genocide, part of the Roma Genocide Remembrance Initiative 2014 “Dikh he na bister”, organised by TernYpe, in partnership with the International Holocaust Remembrance Alliance and the Pedagogical University in Krakow. 57 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE
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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
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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
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Although not all learners will have
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Ghetto Photographs HOLOCAUST EDUCAT
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HOLOCAUST EDUCATION IN PEDAGOGY, HI
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Lauren Granite, Ph.D. Redefining Ho
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2007, my students only identified G
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Jumping classroom walls: bringing t
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Carson Phillips, Ph.D. & Emily Amie
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2 Why did Hitler hate Jews? Asked b
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which demanded absolute obedience f
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APPENDIX 1
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CONTRIBUTORS
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ABOUT THE NEUBERGER
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ISBN: 978-0-9811031-5-0 Publisher:
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