Paradoxical Education – Resistance – Surviving.Secret teaching and children’s drawings in the Ravensbrück Women’s Concentration Camp

拟议项目的中心是来自Ravensbrück集中营的两个未出版的原始材料集：大约50幅一名14岁女孩的素描，以及大约12本教材手册，为被监禁的波兰妇女提供秘密组织的教学形式的材料。这些图画可能与教学有关，而且很可能是在儿童小组中完成的--至少部分是这样。由波兰妇女自己制作的图画和教材都指向文化习俗和自相矛盾的教育过程。将在项目框架内更密切地分析这些问题。到目前为止，人们所知道的关于集中营教学的大部分知识都与特雷西恩施塔特营地有关；该项目试图通过探索拉文斯布鲁克的教学形式来扩大这方面的知识，并将其与儿童的文化实践(如绘画)联系起来。该项目的目的是对难民营暴力制度下儿童生活/生存的这些方面进行细致入微的描述。第一步是系统地编制资料来源的索引，第二步是在其各自的背景下对其进行分析，第三步是将它们与儿童史和教育史上的论述联系起来，第四步是使公众能够获得这些资料。这里的一个关键概念是“悖论教育”，它与集中营中关于“悖论教育条件”的辩论(Brumlik，2014)相联系。该项目的实证部分采用了基于实践理论的方法，这些方法来自历史文化研究和社会科学。这些使我们不仅能够检查文本和视觉层面，而且还能够在暴力系统的极端条件下重建具体的创作条件以及妇女和儿童的接受模式。这里特别关注的是分析儿童在暴力、极端条件下绘制的图画的跨学科发展方法。因此，该项目一方面将对资料来源进行具体的多视角分析，另一方面将通过开发更好的分析图画和所创作物品的方法，促进儿童历史研究和教育研究这一相对不发达的领域。该项目的另一个层面与纪念文化有关：它明确地揭示了受迫害的儿童和成年人如何看待灭绝种族罪行，并将他们的文化表现形式和矛盾的教育过程解释为抵抗的做法。同时，它通过将项目成果出版成图文并茂的书籍和编辑后的卷，为关于纪念文化的教学工作提供素材，从而使这些成果可供进一步的学术和教学工作使用。

At the centre of the proposed project are two unpublished collections of source material from the Ravensbrück concentration camp: around 50 drawings by a fourteen-year-old girl, and around 12 teaching booklets providing material for a covertly organized form of teaching among the imprisoned Polish women. The drawings are probably connected with the teaching, and are likely to have been done – at least in part – in the children’s group. Both the drawings and the teaching materials, produced by the Polish women themselves, point to cultural practices and paradoxical processes of education. These will be analysed more closely within the framework of the project. So far most of what is known about teaching in concentration camps relates to the Theresienstadt camp; this project seeks to expand this knowledge by exploring forms of teaching in Ravensbrück, and to connect it with children’s cultural practices such as drawing pictures. The aim of the project is to give a nuanced description of these aspects of children’s lives/survival under the violent regime of the camp. The first step will be to systematically index the sources, the second to analyse them in their respective contexts, the third to link them with discourses in the history of childhood and of education, and the fourth to make them accessible to the public. A key concept here is that of “paradoxical education”, which links in with debates on “paradoxical educational conditions” in concentration camps (Brumlik 2014).The empirical part of the project works with approaches based on practice theory, from historical cultural studies and social sciences. These allow us not only to examine the textual and visual level, but also to reconstruct the specific conditions of creation, and women and children’s modes of reception, in the extreme conditions of a violent system. A particular focus here will be the interdisciplinary development of methods for analysing pictures that children have drawn under violent, extreme conditions. Thus the project will, on the one hand, produce specific multi-perspectival analyses of the sources, and, on the other hand, contribute to a relatively undeveloped area of historical childhood studies and educational research, by developing better methods for analysing drawings and created objects. A further dimension of the project has to do with the culture of remembrance: it explicitly reveals how the persecuted children and adults perceived the genocidal crimes, and interprets their cultural expressions and paradoxical educational processes as practices of resistance. At the same time, it provides material for pedagogical work on the culture of remembrance, by publishing the results of the project in an illustrated book and an edited volume, and thus making them accessible for further scholarly and pedagogical work.