The Holocaust in the Textbooks and in the History and Citizenship Education Program of Quebec

2014 ◽  
Vol 6 (1) ◽  
pp. 24-41 ◽  
Author(s):  
Sivane Hirsch ◽  
Marie McAndrew
Keyword(s):  
Human Rights ◽  
Jewish Community ◽  
Education Program ◽  
Citizenship Education ◽  
History Textbooks ◽  
Historical Event ◽  
Contemporary Society ◽  
The Holocaust ◽  
Actual Contribution ◽  
The Impact

This article analyzes the treatment of the Holocaust in Quebec's history textbooks, in view of the subject's potential and actual contribution to human rights education. Given that Quebec's curriculum includes citizenship education in its history program, it could be argued that the inclusion of the Holocaust has particular relevance in this context, as it contributes to the study of both history and civics, and familiarizes Quebec's youth with representations of Quebec's Jewish community, which is primarily concentrated in Montreal. This article demonstrates that the textbooks' treatment of the Holocaust is often superficial and partial, and prevents Quebec's students from fully grasping the impact of this historical event on contemporary society.

scholarly journals New Labour, New Policies: Constructing a Discourse of Citizenship

1998 ◽  
Vol 3 (2) ◽  
pp. 101-114
Author(s):  
Keith Crawford
Keyword(s):  
Citizenship Education ◽  
New Labour ◽  
Political Context ◽  
British Society ◽  
Contemporary Society ◽  
Legitimation Crisis ◽  
New Policies ◽  
The Uk ◽  
The Impact

The purpose of this paper is examine the development of citizenship education as a curriculum priority within the UK. Employing Habermas' theory of legitimation crisis, the paper places the contemporary enthusiasm for citizenship education within a socioeconomic, cultural and political context. The paper argues that current preoccupations with citizenship education contained in Education for Citizenship and the Teaching of Democracy in Schools (Dfee, 1999), stem from the impact of Neo-Liberal concerns with individualism, economic and technological globalisation and the potential fragmentation of contemporary society. The paper explores the principles of education for citizenship and the teaching of democracy in schools and suggests that, as part of New Labour's developing conception of British society, citizenship education asks some fundamental questions of that society.

From Silence to Recognition

2007 ◽  
pp. 305-317 ◽  
Author(s):  
Robert Szuchta
Keyword(s):  
Jewish Community ◽  
Educational System ◽  
School System ◽  
Second World War ◽  
History Textbooks ◽  
Concentration Camps ◽  
World War ◽  
National History ◽  
The Holocaust ◽  
Second World

MORE than three and a half million Jews lived in Poland before the Second World War, constituting the country’s second largest minority. Most of them did not survive the Holocaust. After the war and throughout the communist period, students in Polish schools seldom explored Poland’s multi-ethnic traditions in the past and the destruction of the Jewish community in the years 1939–45. The Polish educational system promptly subsumed the Jewish victims of the Holocaust under the total number of six million Polish citizens killed during the war. In history lessons the Holocaust was treated as a peripheral phenomenon, often depicted as a part of the struggle and martyrology of the Polish nation. The authors of history textbooks discussed the fate of the Jews only within the framework of Polish national history. Chapter headings stressed the Polish ethnic character of the wartime struggle and suffering: ‘Polish National Struggle for Freedom’; ‘Poles Fight to Regain their Freedom’; ‘Polish Nation Resisted the Occupier’; ‘Polish Struggle for Freedom in 1939–1944’; ‘Nazi Extermination Policy towards the Polish Nation’; ‘Polish Lands during the Second World War’; and ‘The Situation of the Polish Nation after the Loss of Independence’. For several generations of graduates of the Polish school system, this contextualization impaired understanding of the fate of the Jews during the war—both Polish citizens and Jews from other countries who were deported to Nazi-occupied Poland and murdered in death camps, ghettos, and concentration camps....

scholarly journals The extent of inclusion textbooks of civic and citizenship education the concepts of Asaylum in Jordan: مدى تضمين كتب التّربية الوطنية والمدنيّة في المرحلة الأساسية العليا لمفاهيم اللجوء في الأردن

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Mohammad Ahmad Mohammad Migdadi
Keyword(s):  
Human Rights ◽  
Civic Education ◽  
Citizenship Education ◽  
Upper Elementary ◽  
Analysis Tool ◽  
Elementary Stage ◽  
Basic Stage ◽  
Asylum Law ◽  
The Impact

The study aimed to identify the impact of the extent of inclusion textbooks of civic and citizenship education the concepts of Asaylum in Jordan To achieve the objectives of the study, tool was prepared: an analysis tool. All the units of the books of civic and civic education in the upper elementary stage, in the second semester of 2018/2019, The results showed weakness in the inclusion of the concepts of asylum in the books of civic and civic education for the higher basic stage. There is a different degree of interest in the concepts of asylum. There are concepts such as: levels of asylum and refugees, refugee rights, international asylum law and the impact of asylum on the side. The concepts of human rights and acceptance of diversity and tolerance came from the most frequent and popular concepts in the books of civic and civic education of the higher elementary stage in Jordan. In light of the results of the study, the researcher made several recommendations.

Doing Justice in South Africa and Canada

2019 ◽  
pp. 239-265
Author(s):  
Brian Stanley
Keyword(s):  
Human Rights ◽  
Racial Justice ◽  
The Holocaust ◽  
The Status ◽  
1960S And 1970S ◽  
Rights Discourse ◽  
The 1960S ◽  
Human Rights Discourse ◽  
The Impact ◽  
Mission Field

This chapter highlights the impact on the churches of the human rights agenda in its application to issues of racial justice and the treatment of indigenous peoples. Most discussions of human rights discourse in the second half of the twentieth century begin with the aftermath of the Second World War and the Holocaust, and the consequent adoption of the Universal Declaration of Human Rights at the Third General Assembly of the United Nations in Paris in December of 1948. Ecumenical leaders, influenced by concerns arising from mission field experience in Asia and Latin America, were determined that the Declaration should go further still, incorporating a full statement of freedom of religion, including the increasingly contested right to convert to another religion. In the course of the 1960s and 1970s, human rights discourse acquired a sharper edge. Alongside its older Cold War use as a weapon against communist totalitarianism there developed a radical human rights tradition that addressed the condition of oppressed groups and spoke the language of liberation. This alternative human rights tradition confronted the churches with a choice—either to realign themselves with the demands for liberation, or to pay the price for their apparent collusion with the status quo.

The Impact of the Human Rights Education Program for Women on Gender Perceptions of Social Work Students

2016 ◽  
Vol 29 (1) ◽  
pp. 113-121 ◽  
Author(s):  
Hasan H. Altınova ◽  
Veli Duyan ◽  
Hamido A. Megahead
Keyword(s):  
Human Rights ◽  
Social Work ◽  
Education Program ◽  
Social Work Students ◽  
Human Rights Education ◽  
Control Group ◽  
Gender Perceptions ◽  
The Social ◽  
Quasi Experimental ◽  
The Impact

Objectives: This study examines the impact of women’s human rights education on improving the gender perceptions (GPs) of social work students. Methods: Experimental group consists of third-year social work students participated in the “Human Rights Education Program for Women (HREP)” within the scope of social work principles and methods II course given in Ankara University, Department of Social Work, whereas control group consists of the same class students who did not participate in the program. Gender Perception Scale was employed as an outcome measure tool in the study in which 65 students participated. The research in question is a quasi-experimental study, where pretest–posttest model is used. The HREP was performed on the students in a total of 12 sessions and each session lasted about 120 min. Results: The research study revealed GP levels of the social work students participated in the HREP were improved. Conclusions: HREP is effective in educating women on human rights; hence, this program should be used to educate female students at universities and create awareness on human rights.

Smallpox or Chickenpox?: Anglo-Jewry, Communal Security, and the Outbreak of Antisemitism, 1960–1962

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Jack Omer-Jackaman
Keyword(s):  
Jewish Community ◽  
The State ◽  
National Socialist ◽  
Significant Wave ◽  
The Holocaust ◽  
The Creation ◽  
Socialist Movement ◽  
The Impact ◽  
State Of Israel

The desecration of the Cologne synagogue, on Christmas Eve 1959, sparked a significant wave of antisemitic attacks in over thirty countries. In Britain some 160 incidents were seen in the early part of 1960. In 1962 organized fascism underwent a renaissance in Britain with the advent of Colin Jordan’s National Socialist movement. The Anglo-Jewish community was deeply divided on how best to respond to these two periods of communal threat. Some argued inaction and reliance on the gentile authorities, others urged greater communal defense, while a third group contended that these latest bouts of Jew-hatred underlined the veracity of the Zionist claim that the Diaspora, and Europe in particular, remained decidedly unsafe and that only in Israel was there a Jewish future. The clash among these three responses tells us much about the impact of both the Holocaust and the creation of the State of Israel on the identity and psyche of postwar Anglo-Jewry.Keywords: Anglo-Jewry, antisemitism, racism, swastika, Zionism

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