Suchergebnisse

At a time when the power of schools and both state and federal education authorities to guide young people's sense of belonging is being challenged by multilingualism, by the claims of supra- and subnational regions and minorities, by memories of national catastrophes and crimes, and by out-of-school educational media, this collection of essays provides an apposite exploration of the ways in which shared narratives continue to be transmitted and learnt. Its authors, whose work emerged from a series of conferences organised by the French National Institute for Pedagogical Research in Lyon, Barcelona and Paris in 2010, demonstrate not only ways in which multiple disciplines (including history, literature, social and language studies) address young people's sense of attachment, but also how challenges to educational policy are reflected in school textbooks and curricula in Algeria, Bulgaria, Catalonia, France, Galicia, Germany, Quebec, Senegal and the USA. These studies about the role of education in relation to largely tenacious but shifting national identities should appeal to specialists of education, nationalism studies, history and political science

Abstract
This article questions the effectiveness of "engagement teaching" when dealing with controversial subjects by exploring the role of fear in contemporary education about the Holocaust in the United Kingdom. It begins by assessing a governmental report about education and a series of related press reports and chain emails, whose assumption that secondary school teachers are afraid of teaching controversial subjects (in particular the Holocaust) triggered an international scandal about Holocaust education in the UK in April 2007. The author argues that three forms of respectful fear or deference are undermined in Holocaust teaching: epistemological (towards historical knowledge); political (towards curricula); and intergenerational (towards teachers). The article further demonstrates that the object of fear expressed by journalists and the public was not the Holocaust itself, but the reversal of deferential relations between teachers and pupils in the school classroom and the supposition that we may not learn from history. Whereas history education is held up by policy-makers as a safeguard of social stability and of the transmission of values, the application of "engagement teaching" to controversial subjects may in fact undermine the authority of historical education and the enlightenment principles on which it is founded.

Abstract
The concept of totalitarianism was particularly prevalent in intellectual and political debate in Germany in the 1970s, and was motivated largely by anti-totalitarian convictions. Although it did not enter everyday language, it persists in political rhetoric, where it is used today as a political football in speeches and constitutional reports. In response to historical approaches to the concept of totalitarianism, which generally contextualise the term and put forward alternative terms, this article probes the meaning of this term as it is actually used and misused in political and educational contexts in contemporary Germany. It concludes by highlighting the fictitious (figurative, semantic and epistemological) dimensions of the rhetoric of anti-totalitarianism, and calls for a more genuinely liberal, non-totalitarian, posture.

Title and contents 0 Introduction 4 I. Contemporary Memory Cultures in Europe: Monumental Forms, Cultural Codes, Analytical Concepts 13 1\. Monuments as Sites of Memory in the Formation of Social Cohesion 13 2\. The Memory Boom and the Maintenance of National Communities 26 3\. Analytical Terms of Memory Cultures 37 II. Paris and Berlin as Urban Archives of the Second World War: the 'Vil d'hiv'' and the 'Holocaust Monument' 66 1\. 'National Reconciliation?' Mitterrand, Chirac and the Commemorations of Vichy at the Vil' d'Hiv' Monument 1992-1995 68 2\. 'National Consensus'? The Monument for the Murdered Jews of Europe in Berlin, 1988-99 115 III. The Institutionalisation of National Memory in Monumental Projects since 1989 158 1\. Analogies Between the Debates over the 'Vil' d'Hiv'' and the 'Monument for the Murdered Jews of Europe' 160 2\. Cultural Codes of Post-national Sites of Memory 166 3\. Dialogic Monuments 192 Conclusion 205 Bibliography 207 ; Monuments are generally perceived as stone objects and interpreted on the basis of their plastic form. But how should we interpret a monument that either does not yet exist or that exists only on blueprints or in the heads of its initiators? The aim of this dissertation is to explore the political decision-making process that preceded the erection of monuments, in order to explain the motives and intentions underlying the production of historical meaning in the public sphere in relation to the reception of political symbols. This dissertation draws closely on the observation of political disputes over two monuments in France and Germany in the form of public debates that were carried out essentially in the printed mass media. The first example is the site of the "Vél' d'Hiv'" (Vélodrome d'Hiver: winter cycling stadium) in Paris, which became the focus of a controversy between 1992 and 1995. After the Second World War this site was a central symbolic point of reference for the Jewish community in France, since it had been used to intern Jews from Paris on 16 and 17 ...