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Session Information
20 SES 09, Towards an Inclusive European Citizenship: The challenges and opportunities in negotiating culture and identity in national educational contexts
Symposium
Contribution
This paper describes a pilot Project entitled From Teaching Holocaust towards Teaching Through and With the Holocaust and Crimes against Humanity” in which Spanish pre – service secondary school teachers were taught the Shoa. The purpose of the pilot was both to evaluate through the experiences of the participating teachersif the approach adopted contributes to the participants further engagement with other related contemporary phenomena in the field of social justice( migrant, refuges, hunger, genocides, etc.) and to analyze the potential of the pedagogical and didactical strategies adopted to establish the role of discrimination as the result of a socially constructed narrative in transforming minority- majority relationship. Dewey´s “Teaching Ethics in High School"(1893) is key in understanding Dewey’s educational theory towards the attainment of intercultural competences in an inclusive democratic society. In this text, Dewey emphasizes the need to engage student in a reflective process Further more, Dewey sustains that education should guaranty integration into society with out agents having to renounce their values. A dynamic, and engaging curricula in this sense, is essential in order to reinforce an inclusive environment. The Shoa teaching and learning based on an intercultural and human right education approach, adopts this perspective.(Eckmann, 2015). The program is aimed at engaging students in both ontological and epistemological debate that will eventually permit them to develope a sense of individual responsibility and a sense of ethics based on human dignity and recognition. In line with Dewey’s pedagogical principals and Hanna Arndt’s theory on the banality of evil. This qualitative research is using a focal group instrument in order to demonstrate that this new approach of Shoa teaching and learning, permits both teachers as well as students to transform minority- majority relationship, in terms of establishing the role of discrimination as the result of socially constructed narratives. On one hand the study tried to measure through a content analysis of a focal group whether the Shoa approach contributes to a further discussion and engagement of students in other contemporary phenomena in the field of social justice (migrant, refuges, hunger, genocides or humanity crimes). The study pretends to demonstrate that pre- service teachers who are exposed to Shoa learning and teaching will show further commitment dealing with social justice issues and are interested in bringing these questions into classroom.
References
Bekerman, Z. & Michalinos, Z.( 2016). Teaching Contested Narratives Cowan. P, H (2017). Understanding and teaching Holocaust education, Sage . Dewey, J. (1898). Teaching Ethics in High School. Eckmann, M. (2015). “Is Teaching and Learning about the Holocaust Relevant for Human Rights Education?”. In: Gross Z. and Stevick D (eds) As the Witnesses Fall Silent: 21st Century. Holocaust Education in Curriculum, Policy and Practice. Springer and Unesco, pp. 53-65. Eckmann Monique , Doyle Stevick ,Jolanta Ambrosewicz ( Ed) Resreach in Teching and Learning about the Holocaust Osler Audry and Hugh Starky ( 2005) Changing Citizenship democary and Inclusion in Education Open University Press Shuali, T ( 2010) “Educación diversidad Cultural y participación: la aportación de Dewey” in Edetania: estudios y propuestas socio-educativas, ISSN 0214-8560, Nº. 37, 2010, págs. 69-82
Programme by Network 2019
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
Network 28. Sociologies of Education
Network 29. Reserach on Arts Education
Network 30. Research on Environmental und Sustainability Education
Network 31. Research on Language and Education (LEd)
Network 32. Organizational Education
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