Proske Matthias Â« The pedagogical form "Classroom Instruction" and the Challenge of Holocaust-Education in Germany Â». In Annual European Conference on Educational Research2003. En ligne : <http://www.uni-frankfur ... ducation in Germany.doc>.
Added by: AgnÃ¨s Cavet (10 May 2007 09:52:20 Europe/Paris) Last edited by: AgnÃ¨s Cavet (04 Feb 2011 10:56:49 Europe/Paris)
|Resource type: Proceedings Article
BibTeX citation key: Proske
Keywords: Allemagne, dÃ©bat en classe, histoire, question vive
Collection: Annual European Conference on Educational Research
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|URLs http://www.uni-fra ... ion in Germany.doc|
"This presentation has two theoretical starting points. Against a more socio-cultural background there can be observed an ongoing discussion about the future of Holocaust Remembrance more than fifty, sixty years after the Nazi-crimes. Considering â€œLearning from the pastï¿½? as a key term for contemporary politics of commemoration there can be identified a strong and sustainable pedagogical construction of history memory. In the public sphere surprisingly or not the task that one should learn from history is primarily interpreted as a mission of education, particularly of school history instruction.
The second starting point of this presentation refers more to a specific educational research perspective. From this perspective I want to focus on the relation between the curricular treatment of the Holocaust in pedagogical concepts and the communicative treatment in classroom instruction. My thesis is that there exist a fundamental difference between both pedagogical forms. In my opinion this difference has to become a theoretical premise for educational curriculum research.
The presentation is based on an empirical study, which was carried out in two twelfth-grade Gymnasium history classes during two three-month sessions. For those who are not familiar with the German School System: Twelfth-grade Gymnasium history classes means that the students are from 17 to 18. Itâ€™s that academic track that should open the door for joining a university career. The class sessions were recorded on audio-tape, transcribed, and analysed according to a qualitative interpretation approach.
The order of the presentation is the following: Firstly, I give an overview of the way how the education system has dealt with the challenge of Holocaust Memory on a curricular level. Then I shortly point out the theoretical background of the term â€œThe pedagogical form classroom instructionï¿½?. Thirdly I summarise the main empirical results of our study. And finally I will propose some conclusions concerning the relevance of these results for curriculum research."
Added by: AgnÃ¨s Cavet Last edited by: AgnÃ¨s Cavet