Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools
Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools
复制标题
为什么要教授或学习大屠杀？
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发表时间：
2017
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通讯作者：
A. Pettigrew
中科院分区：
文献类型：
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作者：
A. Pettigrew
摘要本文探讨了教学目标和学生的知识和大屠杀的理解之间的关系，在讨论中选择的结果，从两个大规模的实证研究在英国中学进行。它借鉴了教育理论家格特·比斯塔和迈克尔·杨的工作，以扩展和扩大占主导地位的，二分法的话语“历史与非历史”的方法，其中许多现有的大屠杀教育文学以前已经框架。继杨之后，这篇文章问道：就促进学生理解而言，什么形式的大屠杀知识最“强大”？进一步：哪些教学目标最适合确保所有学生都能获得这些？
ABSTRACT This article explores relationships between teaching aims and student knowledge and understanding of the Holocaust in discussion of selected findings from two large-scale empirical studies conducted in English secondary schools. It draws on the work of educational theorists Gert Biesta and Michael Young in order to extend and expand upon the dominant, dichotomizing discourse of “historical versus non-historical” approaches within which much existing Holocaust education literature has previously been framed. Following Young, the article asks: What forms of knowledge of the Holocaust are most “powerful” in terms of facilitating student understanding? And further: Which teaching aims are best suited to ensuring all students have access to these?