Is Teaching and Learning about the Holocaust Relevant for Human Rights Education?

2015 ◽  
pp. 53-65 ◽  
Author(s):  
Monique Eckmann
Keyword(s):  
Human Rights ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
The Holocaust

scholarly journals Transcending Time to Redeem Humanity: Human Rights Education and the Holocaust

Education ◽  
2012 ◽  
Vol 1 (1) ◽  
pp. 12-20 ◽  
Author(s):  
P. A. Lock ◽  
M. A. Sullivan
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
The Holocaust

scholarly journals Ensino e aprendizado sobre dignidade e Direitos Humanos a partir da pandemia da Covid-19

2020 ◽  
Vol 8 (2) ◽  
pp. 133-142
Author(s):  
Ana Maria Klein
Keyword(s):  
Human Rights ◽  
Human Dignity ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Entire Planet

A violação dos Direitos Humanos no Brasil persiste apesar do reconhecimento constitucional da dignidade humana e dos Direitos Humanos. A educação é uma via importante para formar sujeitos de direitos capazes de olhar para esta realidade e atuar na sua transformação. O Brasil conta com planos e diretrizes que orientam o desenvolvimento da Educação em Direitos Humanos em todos os níveis e modalidades educacionais. Este tipo de educação pressupõe caminhos metodológicos capazes de promover a reflexão e a problematização da realidade. A pandemia da Covid-19 que afetou e afeta todo o planeta durante o ano de 2020 nos confronta diariamente com a necessidade de garantir os Direitos Humanos das pessoas em nome da sua dignidade. Este artigo propõe-se a refletir sobre as possibilidades de ensino e aprendizagem a partir da problematização do contexto de pandemia em sala de aula.    Teaching and learning about dignity and Human Rights from the Covid-19 pandemic The violation of Human Rights in Brazil persists despite the constitutional recognition of human dignity and Human Rights. Education is an important way to form persons under law capable of looking at this reality and acting on its transformation. Brazil has plans and guidelines that guide the development of Human Rights Education at all levels and educational modalities. This type of education presupposes methodological paths capable of promoting reflection and problematizing reality. The Covid-19 pandemic that affected and still affects the entire planet during the year 2020 confronts us daily with the need to guarantee the people’s human rights on account of their dignity. This chapter aims to reflect on the possibilities of teaching and learning by problematizing the context of the pandemic in the classroom. Keywords: Human Rights Education. Human dignity. Covid Pandemic-19.

scholarly journals „…wobec rozmiarów Zagłady świat doświadczył ogromnej winy…”. Debaty wokół nauczania o Holokauście

2017 ◽  
Vol 38 (2) ◽  
pp. 19-33
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Strong Association ◽  
European Countries ◽  
Human Rights Education ◽  
Holocaust Education ◽  
Local Populations ◽  
The Holocaust ◽  
The World ◽  
Research And Education

„…THE WORLD FELT A HUGE GUILT OVER THE SCALE OF THE HOLOCAUST…”. DEBATES SURROUNDING THE TEACHING ABOUT THE HOLOCAUSTIn Europe a strong association with a sense of victimhood based on the memory of terror and murder in many cases creates conflicting approaches and generates obstacles to providing education about Jewish victims. Suppressed shame and tension together with conflicts related to insufficiently acknowledged victimhood of one’s own group intersect with political agreements on teaching about the Shoah such as the signing of the Stockholm Declaration and membership in the IHRA and other IGOs. The text presents selected challenges and the dynamics of education about the Holocaust and poses questions such as whether it is possible to identify clear concepts, strategies and good educational practices, whether there are links between education about the Holocaust, education against genocides and human rights education, and how education about the Holocaust relates to attitudes toward Jews? In many European countries disparities have grown between Holocaust research and education about the Holocaust. Empirical studies in the field of education reveal that there is a gap between research and education in some aspects of the way the Holocaust is presented, particularly with regard to the attitudes of local populations towards Jews during the Shoah. Nevertheless, the number of educational initiatives designed to teach and learn about the Shoah is steadily increasing.

scholarly journals ‘They don't have as good a life as us': a didactic study of the content of human rights education with eleven-year-old pupils in two Swedish classrooms

2019 ◽  
Vol 2 (1) ◽  
pp. 47-69
Author(s):  
Lotta Brantefors
Keyword(s):  
Human Rights ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
National Curriculum ◽  
Human Rights Education ◽  
Democratic Values ◽  
Human Beings ◽  
Learning Content ◽  
Teaching Content ◽  
Education Act

Drawing theoretically on the Didaktik tradition, this paper examines teaching and learning content in teacher-planned human rights education with eleven- year-old pupils in two Swedish classrooms. The results suggest that the principle aim for the teaching and learning of rights is to enable good interactions with other human beings. The findings indicate that teaching content and pupils’ learning outcomes are similar. Four dominant themes are identified in teaching and learning: fundamental democratic values; declarations of (human) rights; bullying and violations; and negative life conditions. Human rights are negatively interpreted, with an emphasis on rights violations and children’s need for protection and support. The paper concludes that human rights education is conflated with democratic education.  Although teaching and learning are closely aligned with the fundamental and democratic values stipulated in the Swedish Education Act and the national curriculum, children are not expected to acquire in-depth knowledge about human rights.

scholarly journals Remembrance and education about the Holocaust and Gulag crimes at selected museums and memorial sites in the context of learning from the past and human rights education

2018 ◽  
Vol 40 (3) ◽  
pp. 65-86
Author(s):  
Jolanta Ambrosewicz-Jacobs
Keyword(s):  
Human Rights ◽  
Empirical Studies ◽  
Human Rights Education ◽  
Historical Narratives ◽  
Collective Memories ◽  
Central Eastern Europe ◽  
The Past ◽  
The Holocaust ◽  
Context Of Learning ◽  
Memorial Sites

REMEMBRANCE AND EDUCATION ABOUT THE HOLOCAUST AND GULAG CRIMES IN SELECTED MUSEUMS AND MEMORIAL SITES IN THE CONTEXT OF LEARNING FROM THE PAST AND HUMAN RIGHTS EDUCATIONDiff erent historical narratives and collective memories linked to the constructions of national identity still divide Western and Central-Eastern Europe. The framework of Human Rights Education addressing universality and interdependence of Human Rights may have a potential to overcome divisions connected with national approaches to history. They may connect young people to “negative” memory and shameful, hidden, distorted historical narratives of the past of their own countries. The attitude of European societies towards the Holocaust is one of the themes still not included in many curricula. The history of the Holocaust and Soviet crimes in many countries still waits for contextual approaches. Museums and memorial sites in this context are carriers of memory of wars, genocides, slavery, totalitarian regimes, crimes against humanity, mass atrocities and memories of their victims. They are also signifi cant agents of historical socialisation. History education at memorial sites is a form of historical education based not on teaching about but rather on learning through the past. The text deals with empirical studies focused on education at museums and memorial sites and will explore issues related to education about the Holocaust and Gulag in selected case studies.

scholarly journals Holocaust and Human Rights Education: Cultivating Three Rs

2018 ◽  
Author(s):  
Michael Polgar
Keyword(s):  
Human Rights ◽  
Human Rights Education ◽  
Historical Events ◽  
Educational Work ◽  
The Holocaust

Three ideas, simplified as three ‘Rs,’ can guide us in Holocaust and human rights education. First, remembering the Holocaust is part of our ethically driven and inspired multicultural educational work. Second, respecting the memories of historical injustices can and should involve humanizing historical events through individual narratives. Third, people who endure genocide and other traumatic injustices represent examples of resilience. Holocaust examples and narratives can easily be used in teaching about problems of discrimination and injustice, especially as we include and describe examples of long-standing problems of antisemitism. Our work as educators can be developed as we recognize these three Rs: remember and respect resilience among those who endured (and still endure) injustice.

scholarly journals Human Rights Education in Pre-Service Teacher Education – Pakistan

2019 ◽  
Vol 02 (01) ◽  
pp. 39-61
Author(s):  
Mehek Naeem ◽  
Fariha Gul ◽  
Zaheer Asghar ◽  
Naeem Zafar ◽  
Keyword(s):  
Teacher Education ◽  
Human Rights ◽  
Teacher Training ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Human Rights Education ◽  
Transfer Of Knowledge ◽  
Attitudes And Practices ◽  
Study Approach ◽  
Data Content

As per international obligations, Human Rights Education (HRE) should be imparted to all. In Pakistan, teacher training institutes and Bachelors in Education (BEd) programs provide a platform for promoting and ensuring the teaching of human rights to prospective teachers. Hence, the purpose of this study was to assess the extent of the transfer of knowledge about human rights to pre-service teachers during their BEd courses. A case study approach was used in qualitative paradigm to study the BEd programs of three education universities in Lahore, Pakistan. The study used document analysis and survey with pre-service teachers for the collection of data. Content analysis was used to analyze the scheme of studies given by the Higher Education Commission (HEC) of Pakistan and the subsequent curricula used by the universities under study. A survey was conducted with 150 pre-service teachers in order to determine their overall knowledge, attitudes and practices as prospective teachers towards the teaching of human rights. The results revealed that an overall positive attitude towards teaching and learning of HRE was found among the respondents of the study. However, no specific module, course or topics in a course focused on HRE in the curricula. The study reflects the need of integration of HRE in teacher training curriculum and recommends that HRE should be a mandatory part of teacher education curricula.

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