The article relates basic assumptions and concepts guiding an experimental encounter-programme between Israeli Jews and Palestinians from Israel, dealing together with the history and the memory of the Holocaust, and also with the... more
The article relates basic assumptions and concepts guiding an experimental encounter-programme between Israeli Jews and Palestinians from Israel, dealing together with the history and the memory of the Holocaust, and also with the Israeli-Palestinian conflict and the Nakba. The programme can be considered as an experience located on the crossing of two educational traditions, and is based on educational concepts of Peace Education and Holocaust Education; it lasted over a year and included a study trip to Berlin.
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Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions among a wide range of educators, and interest among politicians, educational planners, and ministries in... more
Can Holocaust education be considered a tool for human rights education? If so, to what extent? These questions elicit discussions among a wide range of educators, and interest among politicians, educational planners, and ministries in charge of memorials. At first glance the obvious answer seems to be yes; both educators and students have strong expectations in this regard. But educators in both fields can find it difficult to include topics from both fields in one programme. The chapter clarifies some basic concepts regarding the traditions of Holocaust education and human rights education, and then makes a distinction among learning about, learning for, and learning within a framework of human rights. This distinction makes it possible to differentiate the possible contributions, and the limits, of Holocaust education as a human rights tool in these three areas. Also, as these two fields evolved in very separate ways, common projects could bring together concepts and experiences from both fields to develop further possibilities.
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Les jeunes qui n'achevent pas de formation apres la scolarite obligatoire se trouvent exposes a un risque accru de vulnerabilite sociale car ils se trouvent hors des reseaux institutionnels et d'aide. A partir d'une recherche... more
Les jeunes qui n'achevent pas de formation apres la scolarite obligatoire se trouvent exposes a un risque accru de vulnerabilite sociale car ils se trouvent hors des reseaux institutionnels et d'aide. A partir d'une recherche menee en Suisse, cet article presente une typologie de ces jeunes qui tient compte a la fois de leurs modes de socialisation, de leurs trajectoires sociales et de formation ainsi que des strategies qu'ils elaborent dans ce contexte. Les auteurs presentent six types et discutent des risques d'exclusion et des probabilites d'insertion pour chacun d'entre eux.
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Note: This text is written from the perspective of a Swiss scholar in residence in an American University, and it aims to inform European colleagues within a Swiss research group dealing with the question of “managing diversity and gender... more
Note: This text is written from the perspective of a Swiss scholar in residence in an American University, and it aims to inform European colleagues within a Swiss research group dealing with the question of “managing diversity and gender in universities”. The starting point of the Swiss research is the fact that in Swiss Higher education gender policy measures have been taken since a number of years, whereas only recently the question of diversity has been raised. However no concrete guidelines exist which indicate how to combine both dimensions. This text does not intend an exhaustive description, but wants to focus on policy measures and some particular points, especially, the categories used, and some practices, which might be “best practices”. It is interesting however, to confront European views to American views, and to state how much these views are a product of its history and of each national context.
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Rechter und rechtsextrem artikulierter Antisemitismus bleibt die dominante Erscheinungsform von Antisemitismus in Deutschland. Jedoch gewinnen neue Facetten von religios-konnotiertem Antisemitismus an Bedeutung und auch der Antisemitismus... more
Rechter und rechtsextrem artikulierter Antisemitismus bleibt die dominante Erscheinungsform von Antisemitismus in Deutschland. Jedoch gewinnen neue Facetten von religios-konnotiertem Antisemitismus an Bedeutung und auch der Antisemitismus von links bleibt ein bestandiges Problem. Juden und Judinnen in der Bundesrepublik empfinden eine verscharfte Bedrohungslage und auch die offiziellen Zahlen seitens der Sicherheitsbehorden sprechen dafur. Zudem ist die Hemmschwelle gesunken, sich antisemitisch zu ausern. Die vorliegende Expertise soll einen moglichen Ausgangspunkt fur eine daran anschliesende Fachdebatte bieten. Die Expertise ist aber kein Instrument der Evaluation. Die darin formulierten Qualitatsmerkmale padagogischer Arbeit im Themenfeld sind keine festgeschriebenen Standards, an denen sich antisemitismuskritische Bildungsarbeit zu messen hatte. Das Papier versteht sich eher als Gesprachsanstos, als ein Vorschlag, der Ausgangspunkt fur eine Verstandigung von Fachkraften innerhal...
The IHRA initiated a study of the empirical literature on Holocaust education in 15 languages. Here is the IHRA's bibliographic portion of the project (the analysis is a separate volume, also free, at the link), which I co-edited (Doyle... more
The IHRA initiated a study of the empirical literature on Holocaust education in 15 languages. Here is the IHRA's bibliographic portion of the project (the analysis is a separate volume, also free, at the link), which I co-edited (Doyle Stevick, Monique Eckmann and Jolanta Ambrosewicz-Jacobs), and is also available here: https://holocaustremembrance.com/media-room/stories/research-teaching-and-learning-about-holocaust