Skip to main content
SpringerLink
Log in

“They Think It Is Funny to Call Us Nazis”: Holocaust Education and Multicultural Education in a Diverse Germany

  • Chapter
  • First Online:
Book cover As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice

Abstract

The process of German reunification has brought about a subsequent reexamination of identity and memory. This, in turn, has also meant confronting the reality of multiculturalism in contemporary Germany. As the schools attempt to navigate these multicultural realities, engagement with the Holocaust may well present unexpected challenges. Using interviews with teachers and an analysis of textbooks, this chapter examines, in one German state, the conflicts and compromises presented by the demands to have both robust Holocaust education and multicultural education, while at the same time contributing to students’ development of a German identity.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 119.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 159.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 159.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adorno, T. W. (1971). Erziehung nach Auschwitz. In T. W. Adorno (Ed.), Erziehung zur Mündigkeit. Vorträge und Gespräche mit Hellmut Becker 1959–1969 [Education to responsibility: Lectures and discussions with Hellmut Becker 1959–1969] (pp. 88–104). Frankfurt am Main: Suhrkamp.

    Google Scholar 

  • Aurenheimer, G. (2006). The German education system: Dysfunctional for an immigration society. European Education, 37(4), 75–89.

    Article  Google Scholar 

  • Banks, J. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher Education, 52(1), 5–16. http://jte.sagepub.com/content/52/1/5.abstract

  • Becher, A. (2007). “Ich glaube, die Nazis haben Hitler geholfen, die Welt zu erobern”: Forschungen zu Kindervorstellungen zum Holocaust und Nationalsozialismus [“I believe the Nazis helped Hitler conquer the world”]. In S. Pfeiffer (Ed.), Innovative Perspektiven auf Sachunterricht. Oldenburger Vor Drucke (pp. 20–38). Oldenburg: Didaktisches Zentrum der Universität Oldenburg.

    Google Scholar 

  • Becher, A. (2008a). “Der wollte die Juden ausrotten und dann hat er sie vergasen oder aushungern lassen”. Kann eine “Erziehung nach Auschwitz” im Sachunterricht eine “Erziehung ohne Auschwitz” sein? [“They wanted to eradicate the Jews and then they gassed them or let them hang”: Can a social studies “education after Auschwitz” be an “education without Auschwitz”?] In H. Giest & J. Wiesemann (Eds.), Kind und Wissenschaft: Welches Wissenschaftsverständnis hat der Sachunterricht? (pp. 121–131). Bad Heilbrunn: Klinkhardt.

    Google Scholar 

  • Becher, A. (2008b). Holocaust und Nationalsozialismus im Sachunterricht thematisieren: Konsequenzen aus einter qualitattiv-empirischen Studie zu Vorstellungen von Kindern [The Holocaust and National Socialism in Social Studies’ Themes: Findings from a qualitative study about children’s perspectives]. http://www.widerstreit-sachunterricht.de/ebeneI/superworte/historisch/vorstell.pdf

  • Brinkmann, A., Ehemann, A., & Milton, S. (2000). Learning from history: the Nazi era and the Holocaust in German Education. Bonn: Arcult Media.

    Google Scholar 

  • Brubaker, R. (1992). Citizenship and nationhood in France and Germany. Cambridge/London: Cambridge University Press.

    Google Scholar 

  • Carspecken, P. F. (1996). Critical ethnography in educational research: A theoretical and practical guide. New York: Routledge.

    Google Scholar 

  • Cornwall, G. H., & Stoddard, E. W. (Eds.) (2001). Global multiculturalism: Comparative perspectives on ethnicity, race and nation. Lanham: Rowman & Littlefield.

    Google Scholar 

  • Deckert-Peaceman, H. (2002). Holocaust als Thema für Grundschulkinder? Ethnographische Feldforschung zur Holocaust Education am Beispiel einer Fallstudie aus dem amerikanischen Grundschulunterricht und ihre Relevanz für die Grundschulpädagogik in Deutschland [The Holocaust as a topic for elementary aged children? Ethnographic field work about Holocaust education with an example of a case study from an American elementary school and its relevance for elementary school pedagogy in Germany]. Frankfurt: Peter Lang.

    Google Scholar 

  • Deckert-Peaceman, H., & Kloesser, G. (2002). Konfrontationen. Impulse für die Auseinandersetzung mit Geschichte und Wirkung des Holocaust im Kontext von Menschenrechtserziehung. [Confrontations: Impetus for the debate on history and the effects of the Holocaust in the context of human rights]. In C. Lenz, J. Schmidt, & O. von Wrochem (Eds.), Erinnerungskulturen im Dialog. Europäische Perspektiven auf die NS-Vergangenheit [Memories of culture in Dialog. European perspectives of the NS-past] (pp. 243–248). Hamburg/Münster: Unrast.

    Google Scholar 

  • Dietz, B. (1999). Jugendliche Aussiedler in Deutschland: Risiken und Chancen [Young repatriates in Germany: Risks and opportunities]. In K. J. Bade & J. Oltmer (Eds.), Aussiedler: deutsche Einwanderer aus Osteuropa (pp. 153–176). Osnabrueck: Universitaetsverlag Rasch.

    Google Scholar 

  • Fechler, B. (2000). Zwischen Tradierung und Konfliktvermittlung. Über den Umgang mit “problematischen” Aneignungsformen der NS-Geschichte in multikulturellen Schulklassen. Ein Praxisbericht [Between establishing tradition and relaying conflict: Dealing with forms of appropriation in NS-history in multicultural school classrooms. A field report]. In B. Fechler, G. Kößler, & T. Liebertz-Groß (Eds.), “Erziehung nach Auschwitz” in der multikulturellen Gesellschaft. Pädagogische und soziologische Annäherungen (pp. 207–227). Weinheim/München: Juventa.

    Google Scholar 

  • Gosewinkel, D. (1998). Citizenship and nationhood: The historical development of the German case. In U. Preuss & F. Requejo Coll (Eds.), European citizenship, multiculturalism and the state (pp. 125–136). Baden Baden: Nomos Verlagsgesellschaft.

    Google Scholar 

  • Habermas, J. (1984). The theory of communicative action (Vol. I, T. McCarthy, Trans.). Boston: Beacon Press.

    Google Scholar 

  • Habermas, J. (1987). The theory of communicative action, Vol. II: Lifeworld and system, a critique of functionalist reason (T. McCarthy, Trans.). Boston: Beacon Press.

    Google Scholar 

  • Heyl, M. (2001). Erziehung nach und über Auschwitz: Dass der Unterricht sich in Soziologie verwandle. Presentation at the 13th Onderwijssociologische Conferentie in Amsterdam. http://www.fasena.de

  • Himmelmann, G. (2004). Demokratie-Lernen als Lebens-, Gesellschafts-und Herrschaftsform [Learning democracy as forms of life, society, and domination]. Schwalbauch am Taunus: Wochenschau.

    Google Scholar 

  • Himmelmann, G. (2006). Concepts and issues in citizenship education: A comparative study of Germany, Britain and USA. In G. Alred, M. Byram, & M. Flemming (Eds.), Education of intercultural citizenship (pp. 69–85). Clevedon: Multilingual Matters.

    Google Scholar 

  • Joppke, C. (2000). Mobilization of culture and the reform of citizenship law: Germany and the United States. In R. Koopmans & P. Statham (Eds.), Challenging the politics of ethnic relations in Europe. Oxford: Oxford University Press.

    Google Scholar 

  • Klopp, B. (2002). German multiculturalism: Immigrant integration and the transformation of citizenship. Westport: Praeger.

    Google Scholar 

  • Krippendorf, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks: Sage Publications.

    Google Scholar 

  • Luchtenberg, S., & Nieke, W. (Eds.) (1994). Interkulturelle paedagogik und Europaeische dimension: Herausforderungen fuer Bildungssystem und Erziehungswissenschaft [Intercultural pedagogy and the European dimension: Challenges for education systems and education]. Muenster/New York: Waxmann.

    Google Scholar 

  • Neuendorf, K. A. (2001). The content analysis guidebook. Thousand Oaks: Sage.

    Google Scholar 

  • Ortloff, D. H. (2007). Holding to tradition: Citizenship, diversity and education in post-unification Germany: A case study of Bavaria. PhD dissertation, Indiana University, Bloomington. Dissertations & Theses: A&I. (Publication No. AAT 3283958). https://scholarworks.iu.edu/dspace/handle/2022/7327

  • Ortloff, D. H. (2009). Social studies teachers’ reflections on citizenship education in Bavaria. Germany Race/Ethnicity: Multidisciplinary Global Perspectives, 2(2), 189–214.

    Google Scholar 

  • Ortloff, D. H., & McCarty, L. P. (2009). Educating for a multicultural Germany in a global era. In G. A. Wiggan & C. Hutchinson (Eds.), Global issues in education: Pedagogy, policy, practice and the minority experience (pp. 81–102). Lanham: Rowman and Littlefield.

    Google Scholar 

  • Pingel, F. (2000). National socialism and the Holocaust in West German school books. International Textbook Research, 22(1), 11–30.

    Google Scholar 

  • Pingel, F. (2002). Unterrricht ueber den Holocaust: Eine kritische Bewertung der aktuellen paedagogischen Diskussion [Education about the Holocaust: A critical rating of the current pedagogical discussion]. In E. Fuchs, F. Pingel, & V. Radkaus (Eds.), Holocaust und Nationalsozialismus (pp. 11–23). Innsbruck: StudienVerlag.

    Google Scholar 

  • Rathel, N. (1995). Development of German citizenship laws. New York: Routledge.

    Google Scholar 

  • Rathenow, H. F. (2000). Teaching Holocaust in Germany. In I. Davies (Ed.), Teaching the Holocaust: Educational dimensions, principles and practice (pp. 63–76). London: Continuum.

    Google Scholar 

  • Steffens, G. (1991). Die nationalsozialistischen Verbrechen und der Voelkermord. Bermerkungen zur Unterrichtspraxis in der Bundesrepublik [The National Socialist crimes and genocide: Remarks about instructional practices in Germany]. Paper presented at the Recontre Pedagogiique Internationale. Le memoire d’Auschwitz dans l’enseignement. Problems et perspectives.

    Google Scholar 

  • Tagg, S. K. (1985). Life story interviews and their interpretation. In M. Brenner, J. Brown, & D. Canter (Eds.), The research interview: Uses and approaches (pp. 163–199). London: Academic.

    Google Scholar 

  • Thraenhardt, D. (2000). Conflict, consensus, and policy outcomes: Immigration and integration in Germany and the Netherlands. In R. Koopmans & P. Statham (Eds.), Challenging immigration and ethnic relation politics. Oxford: Oxford University Press.

    Google Scholar 

  • von Thadden, R. (1998). Zusammenwachsende Zusammengehörigkeit? Deutschland in Europa [Growing togetherness: Germany in Europe]. International Textbook Research, 20(1), 9–18.

    Google Scholar 

Download references

Acknowledgements

Funding from the University of Houston Clear Lake and the Indiana University European Union Center made this study possible.

Author information

Authors and Affiliations

  1. Department of Social Sciences, Finger Lakes Community College, 3325 Marvin Sands Drive, Canandaigua, NY, 14424, USA

    Debora Hinderliter Ortloff

Authors
  1. Debora Hinderliter Ortloff
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Debora Hinderliter Ortloff .

Editor information

Editors and Affiliations

  1. School of Education, Bar-Ilan University, Ramat-Gan, Israel

    Zehavit Gross

  2. College of Education, University of South Carolina, Columbia, South Carolina, USA

    E. Doyle Stevick

Appendix

Appendix

Textbook Series used in Project Analysis (Grades 5–10 for the Hauptschule and Grade 10 for the Realschule)

  1. 1.

    Begegnungen Geschichte, Sozialkunde, Erdkunde. Karl Filser. Munchen: Oldenbourg Ambros Brucker, 1997, 1998, 1999, 2005

  2. 2.

    Demokratie verpflichtet. Andreas Mack. Munchen: Oldenbourg Verlag, 1984, 1995, 2003 (used through 1994)

  3. 3.

    Durchblick/Bayern/Hauptschule. Hanne Auer. Braunschweig: Westermann, 1997, 1998, 1999, 2001, 2004

  4. 4.

    Forum: Sozialkunde, Realschule Bayern. Christine Fischer, Jakob Pritscher, Karl Uhl. Braunschweig: Westermann, 2004

  5. 5.

    Geschichte, Sozialkunde, Erdkunde. Harald-Matthias Neumann. Stuttgart: Klett-Perthes (Terra), 1997, 1998, 1999, 2004

  6. 6.

    Politik-nicht ohne mich! Rainer Dörrfuß, Alexander Ohgke, Ulla Oppenländer, Stefan Pistner. Bamberg: Buchner, 2003.

  7. 7.

    Politik-Wie? So! Rainer Dorrfuss. Bamberg: Buchner, 1995

  8. 8.

    Geschichte-Sozialkunde-Erdkunde: GSE; Hauptschule. Helmut Heinrich, Günther Kaniber, Anton Krug. Regensburg: Wolf, 1997, 1998, 1999

  9. 9.

    Sozialkunde/Bayern/Hauptschule. Regensburg: Wolf, 1994, 1995

  10. 10.

    Menschen, Zeiten, Raume/Barern/Hauptschule. Wolfgang Von Schierl. Berlin: Cornelsen, 1997, 1998, 1999

  11. 11.

    Trio/Bayern/Hauptschule: Geschichte/Sozialkunde/Erdkunde. Norbert Autenrieth. Hannover: Schroedel, 1994, 1997, 1998, 1999, 2004

  12. 12.

    ZeitRaume: entdecken, erfahren, orientieren. Norbert Horberg. Stuttgart: Klett, 1997, 1998

  13. 13.

    Burger und Politik: ein Lehrund Arbeisbuch fur Sozialkunde, politische Bildung. Eduard Steinbugl. Darmstadt: Winklers Verl. Gebr. Grimm, 1995.

  14. 14.

    bsv-Sozialkunde. Ingrid Ziegler. Munchen: Bayer. Schulbuch-Verl., 1991, 1992

  15. 15.

    Denkanstosse: Sozialkunde fur die Hauptschule. Gunter Neumann. Kulmbach: Baumann, 1986, 1987

  16. 16.

    Politisch denken, urteilen and handeln: ein Lehr- und Arbeitsbuch fur den politischen und sozialkundlichen Unterricht. Roland Herold. Wolfenbuttel: Heckner, 1982

  17. 17.

    Sozialkunde.. Schulerarbeitscheft. Oskar Buhler. Ansbach: Ansbacher Verl., Ges., 1986

  18. 18.

    Sozialkunde fur Hauptschulen in Bayern. Dieter Grosser. Braunschweig: Westermann, 1988

  19. 19.

    Burger und Politik: e. Lehr-u. Arbeisbuch fur Sozialkunde, polit. Bildung. E. Steinbugl. Darmstadt: Winkler, 1984

Rights and permissions

Reprints and permissions

Copyright information

© 2015 Springer International Publishing Switzerland

About this chapter

Cite this chapter

Ortloff, D.H. (2015). “They Think It Is Funny to Call Us Nazis”: Holocaust Education and Multicultural Education in a Diverse Germany. In: Gross, Z., Stevick, E. (eds) As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-15419-0_12

Download citation

Publish with us

Policies and ethics

Search

Navigation