Reference : Holocaust-Education in der Luxemburger Schule
Dissertations and theses : Doctoral thesis
Arts & humanities : History
http://hdl.handle.net/10993/21413
Holocaust-Education in der Luxemburger Schule
German
Geisler, Nadine mailto [University of Luxembourg > Faculty of Language and Literature, Humanities, Arts and Education (FLSHASE) > Education, Culture, Cognition and Society (ECCS) >]
24-Apr-2015
University of Luxembourg, ​​Luxembourg
Docteur en Histoire
221 + 5
Tröhler, Daniel mailto
[en] Holocaust ; Education ; Curriculum
[en] Today, the extermination of Jewish communities by the Nazi regime and its collaborators, namely the Holocaust, forms an integral part of the international political agenda. Although this dealing with the Holocaust appears normal for us today, this was not always the case, but is the result of extensive social and political processes. In the course of this development the awareness of the special relevance of the extermination of about 6 million Jews has increased. Since the 1990s a process has emerged, that can be characterized as the universalization of Holocaust remembrance. The commemoration of the extermination of the European Jews is no longer an exclusive part of the different national cultures of remembrance, but has become an integral part of international memorial policy. An important event in this context has been the “Stockholm International Forum on the Holocaust” in the year 2000 where mainly European leaders as well as other high-ranking politicians, historians and teachers engaged with Holocaust education, Holocaust remembrance and Holocaust research. The idea was to establish an international organization that would expand Holocaust education worldwide. The aim of the present dissertation is to show how the Luxembourgian school system deals with this traumatic event that is the Holocaust and how it reacts as a system to expectations towards Holocaust and schooling, to find out how the school system works. The dissertation does not address questions as to show how the Holocaust should be taught in schools nor whether or not the Holocaust should be taught in schools at all. The dissertation analyses the particularities of teaching the Holocaust, as well as its role in the curriculum in a broader understanding of an analysis of parliamentary debates, syllabi, teaching material and the school practice. The latter includes the classroom settings and the so-called alternative teaching material like scholarly resources on the Holocaust like films, visits to museums, to concentration and extermination camps or the use of testimony from Holocaust survivors.
Researchers ; Students ; General public
http://hdl.handle.net/10993/21413

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