Memorialization, Reconciliation, and Reflection: Teaching the Aftermaths of Genocide in Postwar Europe and Rwanda

Autor/in	Hilton, Laura J.
Titel	Memorialization, Reconciliation, and Reflection: Teaching the Aftermaths of Genocide in Postwar Europe and Rwanda
Quelle	In: History Teacher, 54 (2021) 2, S.271-295 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	War; Death; History Instruction; Memory; Conflict Resolution; Ethnic Groups; Jews; European History; Teaching Methods; Violence; Teacher Attitudes; Learning Processes; Discussion (Teaching Technique); Foreign Countries; Historic Sites; Units of Study; Personal Narratives; Undergraduate Students; College Faculty; Rwanda + Suchen Sie Ihr Suchwort? Krieg; Sterbefall; Tod; Todesfall; History lessons; Geschichtsunterricht; Gedächtnis; Conflict solving; Konfliktlösung; Konfliktregelung; Ethnie; Jew; Jude; Jüdin; Juden; Teaching method; Lehrmethode; Unterrichtsmethode; Gewalt; Lehrerverhalten; Learning process; Lernprozess; Ausland; Historische Stätte; Lerneinheit; Erlebniserzählung; Fakultät; Ruanda
Abstract	The aim of this article is to examine the frameworks that educators use, especially how they conclude teaching and learning about genocide, and to suggest readings and other sources for use. The narrative arc that educators establish by choosing where to begin and where to end is a powerful indicator of their course goals and teaching rationales. When selected deliberately and thoughtfully, these shape student perception of the events under discussion, often in subtle yet influential ways. While, certainly, each genocide has multiple common starting points, the choice of where to end discussions or courses is seldom discussed. How do educators and students define the "end" of a genocide? What are the implications of ending a course on the Holocaust with the liberation of camps such as Dachau or Buchenwald? How much do educators cover what happens after the genocide is over, when the widespread violence and persecution has ceased? What were the key elements involved in contemporaries processing and negotiating the aftermath. By posing thoughtful questions, educators can encourage students to push beyond the oversimplified assertions of "never again" and/or that we would take action to stop it from occurring. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01