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CROSS-CULTURAL ANALYSIS OF THE HOLOCAUST THEME BY MATERIALS OF SCHOOL PROGRAMS (IN RUSSIA AND GERMANY)
Corresponding Author(s) : Olga Lvovna Panchenko
Humanities & Social Sciences Reviews,
Vol. 7 No. 5 (2019): September
Abstract
Purpose: The article deals with the problems associated with the transformation of historical memory in the teaching of the theme of the Holocaust. The relevance of this issue is connected with the growing problems of migration flows, intercultural and racial conflicts in the world. The authors conducted a comparative analysis of approaches to the study of this issue in the context of modern educational reality of Germany and Russia.
Methodology: The main method was the discourse analysis of the texts in modern textbooks. It is noted that in recent years the Holocaust has been the subject of attention in school education.
Result: Ideological goals pursued by the state are most often realized through the translation of ideas in the school literature. A similar situation was observed in the period of the Soviet state when a number of historical facts were distorted; the same situation is observed in the post-Soviet period. The results of the discourse analysis reveal the main context of the transmitted ideas. It is that the Holocaust is being studied as a tragic page in history. At the same time, this topic is allocated a very small amount of space in textbooks, which leads to the conclusion of its weak accentuation. It is concluded that it is necessary to increase the importance of this page of history in the process of formation of adequate historical memory of schoolchildren and the development of their tolerance.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of Cross-Cultural Analysis of the Holocaust Theme by Materials of school Programs (In Russia and Germany) is presented in a comprehensive and complete manner.
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- Abramsky I. (2007). Standing aside or standing next to each other. Jerusalem: Yad Vashem, p. 84.
- Altman I. (2016). Holocaust /Scientific and information Bulletin. No. 72.
- Antúnez, J. V. V. (2016). Hipótesis para un derecho alternativo desde la perspectiva latinoamericana. Opción, 32(13), 7-10.
- Bauman Z. (2010). The Relevance of the Holocaust. Moscow: Publishing House "Europe", p. 316.
- Brenner, Rachel Feldhay (2014). The Ethics of Witnessing: the Holocaust in Polish Writers' Diaries from Warsaw, 1939-1945. Northwestern University Press. https://doi.org/10.2307/j.ctv43vsp2 DOI: https://doi.org/10.2307/j.ctv43vsp2
- Hrytsak I. I. (2010). The Holocaust at a simple level // AbImperio. No. 1. P. 34-42.
- Khorrami, F. T., Fallah, M. H., & Abadi, H. Z. M. (2015). The Effect of Unconscious Influences of Satellite Channels on Attitude of Using Satellite. UCT Journal of Social Sciences and Humanities Research, 3(1), 61-67.
- Marouf A., Hasian Jr. (2006). Rhetorical Vectors of Memory in National and International Holocaust Trials. Michigan State University Press.
- Selomo, M. R., & Govender, K. K. (2016). Procurement and Supply Chain Management in Government Institutions: A Case Study of Select Departments in the Limpopo Province, South Africa. DOI: https://doi.org/10.20897/lectito.201637
- Shlink (2004).The Reader. M.: FOLIO, p. 256.
- Srivastava, D. B. (2016). ENERGY SECURITY: TODAY AND TOMORROW. Humanities & Social Sciences Reviews, 4(2), 59-67. https://doi.org/10.18510/hssr.2016.421 DOI: https://doi.org/10.18510/hssr.2016.421
- Tereso, A., Ribeiro, P., & Cardoso, M. (2018). An Automated Framework for the Integration between EVM and Risk Management. Journal of Information Systems Engineering & Management, 3(1), 03. https://doi.org/10.20897/jisem.201803 DOI: https://doi.org/10.20897/jisem.201803
- Vajravelu, K. (2018). Innovative Strategies for Learning and Teaching of Large Differential Equations Classes. International Electronic Journal of Mathematics Education, 13(2), 91-95. https://doi.org/10.12973/iejme/2699 DOI: https://doi.org/10.12973/iejme/2699
- Davidson, P. M. (2018). Secondary Social Studies Curriculum in Post-Genocide Rwanda as Mediated by UNESCO and Post-Holocaust Education in Germany.
- Thurston, P. K. (2018). Doctoral Dissertations on Russia, the Soviet Union, Central Asia, and Eastern Europe Accepted by Universities in the United States and Canada, 2017. Slavic Review, 77(4), 1139-1148. https://doi.org/10.1017/slr.2018.363 DOI: https://doi.org/10.1017/slr.2018.363
- Misco, T. (2015). Holocaust History, Memory and Citizenship Education: The Case of Latvia. In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice (pp. 337-356). Springer, Cham. https://doi.org/10.1007/978-3-319-15419-0_19 DOI: https://doi.org/10.1007/978-3-319-15419-0_19
- Stone, D. (2018). ‘The ultimate cross-cultural fertilizer’: the irony of the ‘transnational local’in Anglo-German rural revivalism. European Review of History: Revue européenne d'histoire, 1-17. https://doi.org/10.1080/13507486.2018.1551330 DOI: https://doi.org/10.1080/13507486.2018.1551330
- Eckermann, M., Stevick, D., & Ambrosewicz-Jacobs, J. (2017). Research in teaching and learning about the Holocaust: A dialogue beyond borders.
- Nakajima, N., & Brandstetter, G. (2017). The Aging Body in Dance: A cross-cultural perspective. Taylor & Francis. https://doi.org/10.4324/9781315515335 DOI: https://doi.org/10.4324/9781315515335
- Carretero, M., Berger, S., & Grever, M. (Eds.). (2017). Palgrave handbook of research in historical culture and education. Springer. https://doi.org/10.1057/978-1-137-52908-4 DOI: https://doi.org/10.1057/978-1-137-52908-4
- Berman, K., Bringardner, C., Ciba, D., Gonzalez, A., Kinghorn, D., Stalter-Pace, S., ... & Wallace, E. B. (2017). Theatre Symposium, Vol. 25: Cross-Cultural Dialogue on the Global Stage (Vol. 25). University of Alabama Press. https://doi.org/10.1353/tsy.2017.0006 DOI: https://doi.org/10.1353/tsy.2017.0006
- Magin, M. (2016). Toward a Globalised Memory of the Holocaust: An Exploration of the Exhibition Spaces and Educational Programmes at Four Sites of Remembrance in Post-Unification Berlin (Doctoral dissertation, The University of Manchester (United Kingdom)).
- Lawson, M. (2016). Scoring the Holocaust: A Comparative, Theoretical Analysis of the Function of Film Music in German Holocaust Cinema (Doctoral dissertation, Edge Hill University).
- Cambray, J., & Sawin, L. (Eds.). (2018). Research in Analytical Psychology: Applications from Scientific, Historical, and Cross-cultural Research. Routledge. https://doi.org/10.4324/9781315448602 DOI: https://doi.org/10.4324/9781315448602
- Toptayeva, B. (2018). Antinuclear movements in the US and Kazakhstan: A cross-cultural analysis of mass communication patterns.
References
Abramsky I. (2007). Standing aside or standing next to each other. Jerusalem: Yad Vashem, p. 84.
Altman I. (2016). Holocaust /Scientific and information Bulletin. No. 72.
Antúnez, J. V. V. (2016). Hipótesis para un derecho alternativo desde la perspectiva latinoamericana. Opción, 32(13), 7-10.
Bauman Z. (2010). The Relevance of the Holocaust. Moscow: Publishing House "Europe", p. 316.
Brenner, Rachel Feldhay (2014). The Ethics of Witnessing: the Holocaust in Polish Writers' Diaries from Warsaw, 1939-1945. Northwestern University Press. https://doi.org/10.2307/j.ctv43vsp2 DOI: https://doi.org/10.2307/j.ctv43vsp2
Hrytsak I. I. (2010). The Holocaust at a simple level // AbImperio. No. 1. P. 34-42.
Khorrami, F. T., Fallah, M. H., & Abadi, H. Z. M. (2015). The Effect of Unconscious Influences of Satellite Channels on Attitude of Using Satellite. UCT Journal of Social Sciences and Humanities Research, 3(1), 61-67.
Marouf A., Hasian Jr. (2006). Rhetorical Vectors of Memory in National and International Holocaust Trials. Michigan State University Press.
Selomo, M. R., & Govender, K. K. (2016). Procurement and Supply Chain Management in Government Institutions: A Case Study of Select Departments in the Limpopo Province, South Africa. DOI: https://doi.org/10.20897/lectito.201637
Shlink (2004).The Reader. M.: FOLIO, p. 256.
Srivastava, D. B. (2016). ENERGY SECURITY: TODAY AND TOMORROW. Humanities & Social Sciences Reviews, 4(2), 59-67. https://doi.org/10.18510/hssr.2016.421 DOI: https://doi.org/10.18510/hssr.2016.421
Tereso, A., Ribeiro, P., & Cardoso, M. (2018). An Automated Framework for the Integration between EVM and Risk Management. Journal of Information Systems Engineering & Management, 3(1), 03. https://doi.org/10.20897/jisem.201803 DOI: https://doi.org/10.20897/jisem.201803
Vajravelu, K. (2018). Innovative Strategies for Learning and Teaching of Large Differential Equations Classes. International Electronic Journal of Mathematics Education, 13(2), 91-95. https://doi.org/10.12973/iejme/2699 DOI: https://doi.org/10.12973/iejme/2699
Davidson, P. M. (2018). Secondary Social Studies Curriculum in Post-Genocide Rwanda as Mediated by UNESCO and Post-Holocaust Education in Germany.
Thurston, P. K. (2018). Doctoral Dissertations on Russia, the Soviet Union, Central Asia, and Eastern Europe Accepted by Universities in the United States and Canada, 2017. Slavic Review, 77(4), 1139-1148. https://doi.org/10.1017/slr.2018.363 DOI: https://doi.org/10.1017/slr.2018.363
Misco, T. (2015). Holocaust History, Memory and Citizenship Education: The Case of Latvia. In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice (pp. 337-356). Springer, Cham. https://doi.org/10.1007/978-3-319-15419-0_19 DOI: https://doi.org/10.1007/978-3-319-15419-0_19
Stone, D. (2018). ‘The ultimate cross-cultural fertilizer’: the irony of the ‘transnational local’in Anglo-German rural revivalism. European Review of History: Revue européenne d'histoire, 1-17. https://doi.org/10.1080/13507486.2018.1551330 DOI: https://doi.org/10.1080/13507486.2018.1551330
Eckermann, M., Stevick, D., & Ambrosewicz-Jacobs, J. (2017). Research in teaching and learning about the Holocaust: A dialogue beyond borders.
Nakajima, N., & Brandstetter, G. (2017). The Aging Body in Dance: A cross-cultural perspective. Taylor & Francis. https://doi.org/10.4324/9781315515335 DOI: https://doi.org/10.4324/9781315515335
Carretero, M., Berger, S., & Grever, M. (Eds.). (2017). Palgrave handbook of research in historical culture and education. Springer. https://doi.org/10.1057/978-1-137-52908-4 DOI: https://doi.org/10.1057/978-1-137-52908-4
Berman, K., Bringardner, C., Ciba, D., Gonzalez, A., Kinghorn, D., Stalter-Pace, S., ... & Wallace, E. B. (2017). Theatre Symposium, Vol. 25: Cross-Cultural Dialogue on the Global Stage (Vol. 25). University of Alabama Press. https://doi.org/10.1353/tsy.2017.0006 DOI: https://doi.org/10.1353/tsy.2017.0006
Magin, M. (2016). Toward a Globalised Memory of the Holocaust: An Exploration of the Exhibition Spaces and Educational Programmes at Four Sites of Remembrance in Post-Unification Berlin (Doctoral dissertation, The University of Manchester (United Kingdom)).
Lawson, M. (2016). Scoring the Holocaust: A Comparative, Theoretical Analysis of the Function of Film Music in German Holocaust Cinema (Doctoral dissertation, Edge Hill University).
Cambray, J., & Sawin, L. (Eds.). (2018). Research in Analytical Psychology: Applications from Scientific, Historical, and Cross-cultural Research. Routledge. https://doi.org/10.4324/9781315448602 DOI: https://doi.org/10.4324/9781315448602
Toptayeva, B. (2018). Antinuclear movements in the US and Kazakhstan: A cross-cultural analysis of mass communication patterns.