Abstract
In 2012, Selinger’s essay highlighted the growing movement in the United States in which the Holocaust and anti-bullying education are brought into correlation. This may seem a bit extreme, however, the example is not very far-fetched. Guided by the research question if the inclusion of anti-bullying narratives shape Holocaust histories in educational curricula and programming, this article analyzes how Holocaust narratives are presented in four widely circulated Holocaust curricula programming tied to anti-bullying education in the United States: Facing History and Ourselves (FHAO), the Anti-Defamation League (ADL), Holocaust Museum Houston (HMH), and Holocaust Memorial Resource and Education Center of Florida (HCF).
Zusammenfassung
Ausgehend von dem im Jahr 2012 veröffentlichten Essay von Selinger, geht der Beitrag der Frage nach, ob und wie die Einbeziehung von Anti-Mobbing-Erzählungen die Darstellung der Geschichte des Holocaust in Lehrpläne und Programmplanungen verändert.
Es wird analysiert, wie sich Anti-Mobbing-Erziehung in den vier in den USA weitverbreiteten Holocaust-Curricula-Programmen konkretisiert: Facing History and Ourselves (FHAO), the Anti-Defamation League (ADL), Holocaust Museum Houston (HMH) und das Holocaust Memorial Resource and Education Center in Florida (HCF).
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Dalbo, G. (2019). The Holocaust as Metaphor: Holocaust and Anti-Bullying Education in the United States. In: Ballis, A., Gloe, M. (eds) Holocaust Education Revisited. Holocaust Education – Historisches Lernen – Menschenrechtsbildung. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-24205-3_4
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