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 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 „…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 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.

Human Rights Education for Youth With Intellectual Disabilities and Families

2009 ◽  
Author(s):  
Robyn Saaltink ◽  
Frances A. Owen ◽  
Donato Tarulli ◽  
Christine Y. Tardif-Williams
Keyword(s):  
Human Rights ◽  
Intellectual Disabilities ◽  
Human Rights Education
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