Holocaust and genocide education

RINGVORLESUNG deutsch / englisch Gewalt scheint in aller Munde. In medialen und politischen Debatten der Gegenwart, in klassischen wie modernsten literarischen Texten wird Gewalt verhandelt, die sich gegen Menschen, ihre Rechte und Infrastrukturen, aber auch gegen andere Lebewesen und Ökosysteme richtet. In der Wissenschaft ist von Massengewalt, politischer, staatlicher, interpersoneller, häuslicher, struktureller und symbolischer und Gewalt die Rede, wobei verschiedene Felder ein unterschiedliches Verständnis haben von wichtigen Momenten des Phänomens Gewalt, wie Ursachen, Strukturen, Prävention, juristische Aufarbeitung und Erinnerungskultur. Diese medialen, politischen und wissenschaftlichen Debatten stehen zudem nicht unvermittelt nebeneinander, sondern geraten in Konflikt miteinander, wie etwa Versuche der Neuverhandlung der deutschen Erinnerungskultur in den letzten Jahren gezeigt haben.

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Any educator, passionate about his / her discipline, works on techniques and methods to inspire learners. If such an educator 'gets the recipe' right, it will translate into learners applying themselves to the subject and both their understanding of content and acquisition of required skills will increase exponentially. This will impact positively on assessment results. Buy-in for the subject will increase as the inspired learners become the most influential marketing agent for the subject. This holds true especially with the teaching of History. One technique and method which can serve to inspire learners beyond the walls of the classroom and confines of the covers of a text book, is their experience of grade-and curriculum-relevant excursions. Due to perceived organisational hurdles, departmental obstacles, and the consequences of an educator's in loco parentis responsibility, many educators would not consider excursions as an option, let alone overseas excursions. In this article, an educator shares his experience in the organising of Grade 12 curriculumbased "History Tours" for his learners, and provides the what, why, who, where, when and how for organising such tours.

Any educator, passionate about his / her discipline, works on techniques and methods to inspire learners. If such an educator 'gets the recipe' right, it will translate into learners applying themselves to the subject and both their understanding of content and acquisition of required skills will increase exponentially. This will impact positively on assessment results. Buy-in for the subject will increase as the inspired learners become the most influential marketing agent for the subject. This holds true especially with the teaching of History. One technique and method which can serve to inspire learners beyond the walls of the classroom and confines of the covers of a text book, is their experience of grade-and curriculum-relevant excursions. Due to perceived organisational hurdles, departmental obstacles, and the consequences of an educator's in loco parentis responsibility, many educators would not consider excursions as an option, let alone overseas excursions. In this article, an educator shares his experience in the organising of Grade 12 curriculumbased "History Tours" for his learners, and provides the what, why, who, where, when and how for organising such tours.

Historical Thinking, Culture, and Education is a peer-reviewed, open-access, scholarly journal that offers a critical space for the reflection and exchange of ideas on the creation, appropriation, and dissemination of historical knowledge and culture in both formal and non-formal educational settings. The journal aims to promote transnational and cross-cultural dialog as well as interdisciplinary understanding between academics, scholarly traditions, ontologies, and epistemologies from diverse geographies and contexts. Connecting different domains of knowledge, the journal addresses theoretical and empirical questions, while also showcasing innovative methods that seek to generate new scholarly understandings, with the aim of creating a global community of academics who are mutually concerned with the promotion of sound scholarly work in the field of history education and beyond. All content published within HTCE is available free of any charge to the user or their institution. You are permitted to read, download, copy, distribute, print, search, or link to the full texts of articles in this journal without asking prior permission from either the publisher or the author. Research papers have been peer reviewed through the journal's standard double-blind peer review process, where both the reviewers and authors are anonymized during review. Miniatures have been reviewed by the editors of the HTCE journal. Journal policies can be located on the journal website: Copyright remains with the author(s) and a citation should be made when the article is quoted, used, or referenced in another work. Authors are fully responsible for the content of their manuscript, even those parts produced by an AI tool, and are thus liable for any breach of publication ethics.

The past few years in Poland and, indeed, globally, have seen a shift from the predominance of traditional museums to the rise of multi-mediated, multi-sensory, and interactive “new” museums. However, in the midst of technological shifts in museum forms as well as broader social, cultural, and political changes, are the images of Poland and Polish culture and national identity, as presented in museums, also changing? If so, how, and what resources are being drawn on to construct new identities and/or reproduce old ones? I am currently engaged in a study of museums—conceptualized broadly to include traditional historical and cultural museums, cultural and historical centers, and online archives and virtual “memory sites—in contemporary Poland. My study focuses on one particular type of museum “publics”—those most involved with and interested in the museum process, the workers and volunteers. I am interested in which individuals comprise this form of the museum public in the case of h...

Francesco Brusa approached me for an interview about the Volhynian massacres. He formulated a number of questions, and I answered them as best I could. Others were also interviewed, and soon he and his co-editors will publish a text that draws on our answers. I thought I'd put the full text of my answers online for those who might be interested.

Seit dem Frühjahr 2020, als die Einladung des Kamerunischen Philosophen und Historikers Achille Mbembe zur Ruhrtriennale für einen Skandal sorgte, wird innerhalb der deutschen Öffentlichkeit intensiv um das Verhältnis von Nationalsozialismus und Kolonialismus gerungen. In dieser als "Historikerstreit 2.0" bekannt gewordenen Auseinandersetzung geht es um die Ausrichtung der hiesigen Erinnerungskultur. Wie schon in der Kontroverse des Jahres 1986 ist die Frage der Singularität der Shoah zentral, diesmal allerdings unter den Vorzeichen der Aufarbeitung der deutschen Kolonialverbrechen: Impliziert die Kontextualisierung der Shoah in der Geschichte der europäischen Imperienbildung, wie sie postkolonial inspirierte Autor:innen vornehmen, einen Angriff auf die Einzigartigkeit, Präzedenzlosigkeit, Beispiellosigkeit etc. der nationalsozialistischen Vernichtungspolitik, läuft sie gar auf deren "Relativierung", "Banalisierung" oder "Verharmlosung" hinaus? Oder ist das Insistieren auf Singularität, das für das "offizielle" Deutschland wichtig geworden ist, umgekehrt ein Hindernis auf dem Weg zu einer inklusiven Erinnerungskultur, die sich an den Herausforderungen einer postmigrantischen Gesellschaft orientiert? Zu den Symptomen dieser Debatte gehört eine Order des Auswärtigen Amtes an seine Kulturinstitutionen, die Singularität der Shoah dürfe "zu keinem Zeitpunkt in Frage gestellt werden" (Monath 2022). Diese Anweisung ignoriert, dass die Singularitätsthese in der Wissenschaft seit Jahrzehnten kontrovers diskutiert wird. Darüber hinaus ist die Direktive problematisch, weil auch nach jahrzehntelanger Auseinandersetzung ausgesprochen unklar ist, was "Singularität der Shoah" überhaupt bedeutet bzw. sinnvollerweise bedeuten kann.

The author uses message analysis and categories of reception to assess the exhibition strategies employed by the creators of permanent exhibitions at the United States Holocaust Memorial Museum (USHMM). He examines whether and how the creators take into account the sensitivity and perceptual abilities of the youngest visitors, who have access to both the main permanent exhibition and the exhibition designed for children, 'Remember the Children: Daniel's Story'. In the course of his analysis, the author notes that while the exhibition for younger visitors (aged 8+) avoids graphic images of the Holocaust, the main exhibition (for visitors aged 11+) contains many brutal and cruel visual testimonies of crimes. This raises questions about the consequences for the audience, particularly those in early adolescence.

PETER BEINART is professor of journalism and political science at the Craig Newmark Graduate School of Journalism at the City University of New York. He is also editor at large of Jewish Currents, a contributing opinion writer at The New York Times, an MSNBC political commentator, and a nonresident fellow at the Foundation for Middle East Peace. He writes the Beinart Notebook newsletter on Substack.com. He lives in New York with his family.

The calligraphic quote is from his book
Being Jewish After the Destruction of Gaza: A Reckoning by Peter Beinart
pages 72-73  Knopf (US) edition

Teaching about the Holocaust and other genocides is emphasized in Swedish History teaching. In Sweden there is a public authority commisioned to work with issues related to tolerance, democracy and human rights. It is this context and under these conditions, that Swedish History teachers select a variety of topics for their students to learn, as part of the History curriculum. In addition to the Holocaust, they teach about crimes against humanity committed under communist regimes, the genocide of Tutsies in Rwanda, and mass murder and ethnic cleansing in former Yugoslavia. Teachers use a multiplicity of uses of history and teaching methods. They conduct a scientific use of history when focusing on the historical contexts and explaining the background, motives and consequences of genocide. Teachers also stress the students’ personal reflections and standpoints in a moral use of history. The teaching aims at developing understanding and empathy among students.

Human rights are inherent entitlements that individuals possess by virtue of their humanity. Throughout history, various atrocities and inhumane acts have occurred, with the First and Second World Wars exemplifying the most severe massacres. The crime of genocide was first legally addressed in the United Nations Genocide Convention within the framework of International Law. Genocide is considered one of the gravest violations of human rights under international humanitarian law. The Holocaust during the Second World War, perpetrated by the Nazis, and the genocide in Rwanda are prominent examples that elicited significant international backlash, prompting legal sanctions against such heinous acts. This article aims to elucidate the concept of genocide and its historical evolution, examining the rulings of international criminal courts on genocide. By analyzing the Holocaust and the Rwanda genocide, the study seeks to provide a comprehensive understanding of genocide as a crime against humanity influenced by international issues, geopolitical dynamics, and colonialism.

Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to ‘action’. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students’ experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential ‘action’ so that visi...

במחקרה הנושא את השם: "בידו נָשָׂא ההרס, ויתֺץ את צלב־הקרס: התגבשות תודעת השואה הילידית הארצישראלית בראשיתה – המקרה של 'הַבֹּקֶר לַיְּלָדִים'", יעל ויילר ישראל בוחנת כיצד עוצבה תודעת השואה בקרב הילדים בארץ ישראל בשנותיה הראשונות של המדינה, באמצעות העיתון "הַבֹּקֶר לַיְּלָדִים". המאמר מתמקד בניתוח התכנים, הסיפורים והאיורים שפורסמו בעיתון, ומראה כיצד הם שיקפו את המאמצים להנחיל לדור הצעיר את זיכרון השואה ואת המסרים הלאומיים הנלווים לכך. ויילר ישראל מדגישה את התפקיד המרכזי של התקשורת החינוכית בעיצוב הזיכרון הקולקטיבי ובהבניית הזהות הישראלית הצעירה.

Es ist wirklich nicht einfach. Denn auch wenn wir immer davon ausgehen müssen, dass Erinnerung umkämpft und umstritten ist, scheint sie es in den 2020er-Jahren doch noch einmal in besonderem Maße zu sein: In Deutschland wird von einem Historiker:innenstreit 2.0 gesprochen, und dieser ist so laut geworden, dass die konkrete Geschichte und ihre materiellen Spuren oft kaum mehr hörbar sind. Zugleich wurden in den letzten Jahren durch kuratorische Forschung und in historischen Ausstellungen wichtige Fragen gestellt und Formen der Auseinandersetzung mit Geschichte entwickelt, die wir u. a. in diesem Buch vorstellen und reflektieren. In meinem Beitrag möchte ich aktuelle geschichtspolitische Diskurse um Ausstellungen beleuchten. Ich plädiere für eine Auseinandersetzung mit Geschichte, die Umkämpftheit anerkennt und deren Ziel nicht ist, einen Schlussstrich zu ziehen – die also nicht nur alles wieder gutmachen oder bewältigen will, sondern die es als kuratorische Aufgabe sieht, sich Gewaltgeschichte(n) zu stellen.

The Holocaust, a catastrophic event that shattered the fabric of historical reality, has long presented profound challenges for artistic representation. Elie Wiesel’s Night emerges as a poignant narrative that grapples with these challenges, eschewing melodramatic or sympathetic archetypes to offer an authentic testimony of survival and rage. This paper examines the complexities of survivor conflicts in Night, with a focus on the psychological reverberations of rage and trauma. Drawing on psychoanalytic and literary perspectives, the analysis highlights how Wiesel's narrative delineates  the tension between the necessity of recounting the unspeakable and the impossibility of fully articulating it. The memoir's fragmented structure, anti-realist approach, and recurring themes of dehumanization reiterates the survivors’ struggles with grief, identity, and testimony. The Night exemplifies the dual impossibility of silence and expression, transforming the act of writing into both a cathartic process and a plea for understanding. This study situates Wiesel’s work within the broader discourse of Holocaust literature, emphasizing its enduring relevance in exploring the boundaries of human suffering and resilience.

„Auschwitz. In front of your eyes” to aplikacja umożliwiająca zwiedzanie byłego niemieckiego nazistowskiego obozu koncentracyjnego i zagłady Auschwitz-Birkenau z przewodnikiem online. Pozwala wykorzystywać materiały multimedialne, archiwalne fotografie, prace artystyczne, dokumenty oraz świadectwa Ocalałych. Dzięki aplikacji możliwa jest interakcja z przewodnikiem i zadawanie pytań w czasie zwiedzania. Narzędzie powstało dzięki współpracy edukatorów, przewodników, archiwistów oraz ekspertów w zakresie nowych technologii. Twórcy aplikacji przekonują, że pomogła im wdrożyć cyfrowy program edukacyjny w wymiarze globalnym. Jakie szanse przynosi użycie nowego rozwiązania edukacyjnego w przestrzeni autentycznego Miejsca Pamięci? I jakie wyzwania wiążą się z użyciem nowej aplikacji? Zadając te pytania, autor proponuje analizę nowego narzędzia, reakcji na jego wykorzystanie przez grupy zwiedzających oraz refleksję nad spotkaniem technologii i historii w wyjątkowej przestrzeni muzealnej. Tekst stanowi próbę konceptualizacji badania użytkowników aplikacji i wyznaczenia ramy analizy wyników takiego badania.

I want to begin by acknowledging that many of us in the West have been taught certain narratives, particularly regarding the Holocaust, and we often accept them without question because who would lie about such horrific atrocities, right?

But it's worth considering the complexities of human nature, including fallibility, motives, and the power of compelling storytelling to elicit sympathy or advance a cause.

The events at Jedwabne, in my view, fall into this category, and I'd like to explore this further.

Questo libro è uno strumento innovativo che connette educazione civica, didattica della storia e formazione, pensato per insegnanti, studenti universitari e ricercatori. I curatori propongono un approccio che unisce teoria e pratica laboratoriale, esplorando le varie sfaccettature dell’educazione civica a livello locale, europeo e globale. Non si tratta solo di una riflessione critica, ma anche di uno strumento ricco di spunti per una didattica attiva, sia per la Primaria sia per la Secondaria. L’educazione civica, definita per legge come un contenitore interdisciplinare, viene esplorata attraverso una vasta gamma di argomenti, dall’ambiente alla storia del territorio, dal terrorismo all’antimafia, offrendo così un’esperienza di apprendimento ricca e coinvolgente per lo sviluppo di competenze trasversali.

This book explores why some episodes of mass political violence and genocide are so much deadlier than others and under what conditions perpetrators in government and society opt for brutality as a means of accomplishing their goals. Introducing the new concept of “mass political violence” to explain genocide and other mass killings in the modern world, the author investigates “how” perpetrators sustain the capacity to enact violence on a large-scale, irrespective of motives. Cases including the Holocaust, Soviet Union, Rwanda, Cambodia, the Lord’s Resistance Army, the Islamic State, the Ottoman Empire of the 1890s, Mao Zedong’s revolutionary violence, the Congo Crisis, and Darfur are used by the author to identify four types of mass political violence perpetrators – state actors, state-society coalitions, state-sponsored groups, and non-state actors to explain historical trends and identify which perpetrators are most likely to emerge in a given socio-political context and sustain violence over time. Comparative and grounded in case studies, this book will interest policymakers, diplomats, governmental advisers, practitioners, and industry researchers. It will also be invaluable to students and scholars of Political Science, International Affairs, Holocaust and Genocide Studies, Human Rights, Sociology, Anthropology, Geography, Political Psychology, Religious Studies, Gender Studies, Public Policy, Media Studies, and Criminology.

The article discusses the functioning of cinemas in Lviv during World War II, with a focus on the years 1941-1944. The Nazi authorities introduced a division of Lviv cinemas into those for Germans, Poles, and Ukrainians. These three cinema categories therefore attracted different audiences (in terms of nationality), towards which the occupying authorities pursued separate repertoire policies. The article will analyse the nationality-oriented film policies of the Nazi authorities towards these three groups and their film preferences. The period of Soviet occupation (1939-1941) will also be addressed, albeit not in detail. By taking it into account, it will be possible to highlight some differences in the approach of the Soviet and German occupiers to film policy in Lviv. This research would not have been effective without the use of quantitative methods to compare large sets of repertoire data.The article was made possible through a grant from the Polish National Science Centre (2021/43/B/HS2/02453).

Ozacky Stern, D. (2025). Militarization of Jews in Soviet Partisan Units in Lithuania and Belarus during World War II. In: Grzegorz Rossolinski-Liebe (Ed.), Operation Barbarossa and Its Aftermath: New Approaches to a Complex Campaign, New York: Berghahn Books, 107-129.

During the Second World War, Volyn was the scene of brutal violence and fierce confrontation between different groups. The victims in many cases were civilians. While the fate of many groups attracts the attention of historians and is the subject of heated public debate, the fate of Roma, a small minority, remains in the shadows. Meanwhile, this group suffered almost total extermination during the war, and the persecution of this minority bore the hallmarks of genocide. In order to cover the formation of the anti-Roma policy and the fate of those declared an “undesirable elements,” the author explores a combination of factors that played a role: (1) the heterogeneity of Roma as a group led to sometimes unequal treatment during the war, because the factor of “nomadic” or “sedentary” way of life of Roma was important at least for a part of the occupation administration; (2) the duties of the various branches of the occupation authorities, such as the German civil administration and the SS police, who initially involved different approaches to the “Gypsy question,” but soon were agreed upon and unified due to the primacy of the SS-police in solving “security issues”; (3) the lack of clarity and completeness of the instructions on the “Gypsy question” from Berlin was compensated by the initiatives of local authorities, which handled this issue according to their own needs and local conditions; (4) the attitudes of the local population, both its civilian part and that one which participated in the occupation administrative and police apparatus, greatly improved the mechanism of persecution, helping the occupiers to “solve” effectively the “Gypsy question”; however, the significant closeness of at least part of the Roma community to the local population determined the extensive help to Roma in some places; (5) the position of independent collective military and political actors (Ukrainian and Soviet partisan movements), which enabled the rescue of a certain parts of the Roma community. The issue is explored in the context of the developments in Volyn during the war and the escalation of violence in the region, including most tragic episodes, such as the “final solution of the Jewish question” and the Volhynian massacre.

Der Beitrag thematisiert Perspektiven von Schüler*innen auf globalhistorischen Geschichtsunterricht mit dem thematischen Fokus auf Rassismus und daraus resultierende Möglichkeiten zur kritischen Auseinandersetzung mit Macht- und Ungleichheitsverhältnissen. Empirische Grundlage sind Interviews mit neun Schüler*innen, in welchen sie den selbst erlebten Unterricht reflektierten. Die Ergebnisse zeigen, dass die Unterrichtseinheiten es ihnen ermöglichen, bereits behandelte historische Inhalte neu zu per-spektivieren. Zudem schreiben die Schüler*innen Rassismus eine gesellschaftliche Relevanz zu, wobei dieser Gegenwartsbezug nicht zwingend mit der Reflexion eigener Subjektpositionen einhergeht. Dies zeigt die Bedeutsamkeit von Lebensweltbezügen für eine vertiefte Auseinandersetzung auf. Eine Diskussion von Gegenwarts- und Lebensweltbezügen im Unterricht ist deshalb entscheidend. Erst so können Schüler*innen Rassismus als ein globales Phänomen der Gegenwart historisch verorten sowie damit einhergehende Macht- und Ungleichheitsverhältnisse (selbst-)kritisch reflektieren.

Abstract of a paper responding to a call by Università degli Studi di Padova, Centro di Ateneo per i Diritti Umani “Antonio Papisca”, Padova, for the International Conference “Global Civil Society’s value and law power facing a crisis of values and law. Ideas and actions to shape an international order of peace,” November 11‒12, 2024. Presented on September 25, 2024. Not accepted on October 9, 2024.

Eine reflexive politische Bildung zielt auf Mündigkeit ab. In diesem Buch wird eine reflexive politische Bildung in Theorie, Didaktik und Praxis skizziert, die an einer Förderung von Denk-, Handlungs- und Urteilsmöglichkeiten orientiert ist. Dafür werden didaktische Spannungsfelder in ihrer Verbundenheit mit normativen Annahmen diskutiert. Die praktische Umsetzung reflexiver Bildungserfahrungen wird im Blick auf den sozialwissenschaftlichen Unterricht sowie auf die Antisemitismusprävention in der Schule betrachtet.
Im Ergebnis zeigt sich: Mündigkeit in der politischen Bildung kann nicht garantiert, aber organisiert und unterstützt werden.

Leseprobe: https://daten.wochenschau-verlag.de/download/41180_Leseprobe%20Mueller_Reflexivit%C3%A4t.pdf

Abstract: The world's peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also consid...

The world’s peace-building and development organizations increasingly are incorporating human-rights frameworks into the myriad of activities now under their purview. Slower to develop, however, are the capacity-building programs designed to impart knowledge about human rights to citizens and communities. Field-workers throughout the world indicate that the lack of such guidance-giving education hinders them when it comes to monitoring activities, helping to rebuild public institutions, setting up and organizing electoral politics, building an unfettered media, protecting human security, setting up transitional justice mechanisms, and the myriad of other peace-building activities and democratization challenges they face in post-conflict situations. This paper not only explores this emerging field of the study and practice of human-rights education within the cross-national peace-building sphere by sharing the perspectives of educators around the world, but also considers a host of i...

La storia dei genocidi come educazione civica? La parabola delle "istituzioni di memoria" dal 2000 ad oggi e il caso di Levande Historia 1. Memory turn e crisi dei canoni: una rivoluzione silenziosa? Una condizione affinché la storia rientri con profitto nell'architettura di un curricolo è la coerenza con cui le finalità della disciplina -la sua ratio culturale -traspaiono da indirizzi e raccomandazioni dell'autorità che vi è preposta. Il panorama europeo resta fortemente diversificato da questo punto di vista; ma sono ben visibili i segni di una transizione in atto, da un regime di legittimità ad un altro. Fino al volgere del secolo scorso, il canone scolastico relativo alla storia si iscriveva in un solco comune: la ricerca di attribuire un senso teleologico ai diversi processi di nation building e di modernizzazione, e di legittimarli. Sul piano narrativo, gli elementi (svolte, conflitti...) posti in primo piano scandivano un percorso di autoaffermazione: guerre d'indipendenza, dialettica Stato-Chiesa, avvento della democrazia politica. Da questo racconto delle origini -etno-o Stato-centrico -si staglia, in controluce, une visione corale della cittadinanza e la netta sottolineatura delle sue frontiere 1 . Teso all'introiezione di luoghi stabili, punti d'ancoraggio per una comunità politica, questo modello presuppone una gerarchia tra un piano pubblico dell'agire storico (guerre, manovre diplomatiche, dialettica parlamentare) e un piano privato -solidarietà locali, appartenenze religiose o etnolinguistiche... -sprovvisto di dignità in quanto oggetto didattico. Destini dei vinti, e contraddizioni dei vincitori, restano al margine di ciò che potremmo definire come "il canone di tutti i canoni" (Grever, Stuurman 2007). La persistente riluttanza a confrontarsi con la storia più recente, con le sue lacerazioni, sommariamente saldate, del tessuto sociale, è stato un lascito di questa gerarchia implicita: le azioni di pulizia etnica perpetrate all'indomani della Seconda guerra mondiale, a est e a ovest della Cortina di ferro, o la complicità di corpi dello Stato con l'occupante straniero, sono state avvolte dalla medesima zona d'ombra 2 . Alla forza cogente di questo modello è venuto a contrapporsi un altro, iscritto (parafrasando Michel Foucault) in un «regime di verità» antitetico: l'esaltazione della relazione tra un soggetto morale, l'alunno, e tracce di immediata risonanza emotiva. L'identificazione, persino l'anacronismo, sono riabilitati come strumento di presa di coscienza. «Lasciatemi essere me stessa!» (Let me be myself) -l'esposizione itinerante su autonomia, pregiudizio e liberazione, che la Anne Frank house di Amsterdam propone ai suoi tanti partner internazionali -veicola, fin dal titolo, un messaggio più profondo del confronto con una pagina di diario 3 ; anche nel contesto italiano, la pedagogia della non-violenza imbastita dalla Scuola di Pace di Montesole (Bologna) sui luoghi di una strage senza nome è un esempio di riattualizzazione di un trauma collettivo a fini edificanti, "trasformativi". Il contatto con la

The article discusses the immense devastation and suffering experienced by the people of Gaza, describing the destruction of homes, businesses, infrastructure, and vital community institutions like churches. It highlights the profound human toll, with vulnerable populations like widows, orphans, and displaced persons bearing the heaviest burdens. It calls on the global Christian community to respond with urgent compassion, substantial aid, and a resolute commitment to rebuild Gaza and restore dignity to its inhabitants. It emphasizes that this transcends physical reconstruction, requiring an embodiment of Christ's teachings to stand in solidarity with the people of Gaza and offer them hope, healing, and the resources to reclaim their lives.

Als Thema des Geschichtsunterrichts stellt die Krise der Republik extreme wissenschaftliche und didaktische Anforderungen. Der Beitrag will neue Chancen für Gegenwartsbezüge bei der Behandlung der Krise im Unterricht ausloten. Während aktuelle Schulbuchdarstellungen der Epoche oftmals eingängigen, aber zu hinterfragenden Meistererzählungen gehorchen, die ein simplifizierendes und zu den Prinzipien der offenen Gesellschaft in Spannung stehendes Verständnis von Politik erzeugen können, soll hier mit einem ideologiekritischen Ansatz die Ausbildung der politischen und ökonomischen Dimensionierung des Geschichtsbewusstseins in den Fokus gerückt werden. Am Beispiel der Krise - so die These - lässt sich im Unterricht die Erkenntnis vermitteln, dass Politik ein Austragungsort legitimer Interessengegensätze und die Analyse rhetorischer Strategien eine notwendige Voraussetzung für die Wahrnehmung persönlicher Ziele ist. Das Ziel des Ansatzes ist es, bei den Schülerinnen und Schülern zur Entwicklung eines Bürgerbewusstseins für das Zusammenleben in einer pluralistischen Gesellschaft beizutragen.

This contribution sketches societal conditions for an up-todate work of remembrance in the context of our current experience in migration societies, and analyses self-images of migration society in the sense of a construction of an 'us' as well as phenomena of secondary antisemitism. Also, the memorial practices within a European remembrance of the history of National Socialism are examined within this context. Memorial practices in migration societies are understood as multi-perspective constructs of relational history. The author argues from her own West German context; similarities and differences to the Austrian situation remain to be discussed.

The word and the concept of genocide were invented and published in 1943-1944 by Raphael Lemkin. The term became known during the Nuremberg Trials and was implemented under the UN Convention in 1948. This introductory study brings closer the prehistory of the term, starting from the First World War to its uses and instrumentalisation today.

The word and the concept of genocide were invented and published in 1943-1944 by Raphael Lemkin. The term became known during the Nuremberg Trials and was implemented under the UN Convention in 1948. This introductory study brings closer the prehistory of the term, starting from the First World War to its uses and instrumentalisation today.

This paper explores the interconnectedness between global citizenship, global education, and Education for Sustainable Development (ESD), highlighting their synergies and potential integration in educational practices. It delineates the principles of each domain and discusses how they overlap, emphasizing the importance of fostering interconnectedness, responsibility, and engagement with global issues. Practical applications, such as global action projects and curriculum design, are discussed to demonstrate how global citizenship can be integrated into educational settings. Ultimately, the paper argues that by embracing global citizenship principles, educators can empower students to become informed, empathetic, and active global citizens committed to building a more sustainable and just world.

Der Aufsatz schlägt die Wiederholung narrativer Interviews als Methode vor, um zu erfassen, wie sich die Grenzen des Stadtraums im Alltag der Bewohner_innen kontinuierlich verschieben. Theoretischer Ausgangspunkt ist ein konjunkturelles Verständnis von Stadt und Wohnen. Diesem Verständnis nach drücken sich stets variierende Machtverhältnisse in transnationalen und globalen Kontexten im lokalen Handeln aus: an konkreten Orten und zu bestimmten historischen Momenten. Der Aufsatz diskutiert exemplarisch das Wiener Neubaugebiet Monte Laa. In diesem wurden 2011 und 2018 narrative, wohnbiographische Interviews mit denselben Bewohner_innen durchgeführt. Anhand des Vergleichs der beiden Interviewserien wird diskutiert, wie sich konjunkturelle Veränderungen im Wohnalltag ausdrücken. Die Wiederholung der Interviews veranschaulicht, wie sich im über die Zeit veränderten Wohnalltag in Monte Laa zunehmend rassistische Diskurse in Österreich und in anderen Ländern Zentral- und Osteuropas belegen ...