Development of the Holocaust through historical sources and ethical thinking. Student perceptions in secondary education
DOI:
https://doi.org/10.26754/ojs_clio/clio.2022487159Keywords:
history teaching, Holocaust, historical sources, Historical Thinking, ultranationalisms, neo-Nazism, racism, xenophobiaAbstract
The 21st century has seen the emergence of ultra-nationalisms from the past. Neo-Nazism has its raison d'être in the unequivocal attack against minorities, based on a racist, xenophobic and exclusionary ideology, whose highest expression is the denial of many of the historical genocides. More and more parties around the world are defending some of these ideas and models of thought in their programs, softening them as they gain weight in the institutions and establishing their discourse and ideologies in the citizenry. The objective of this study is to analyze the effectiveness of a teaching proposal on the Holocaust in High School students. To this end, we have created an action plan that encourages inquiry and also aims to develop a kind of awareness that promotes ethical and critical thinking about these facts. The results are very positive and confirm that the Holocaust can and should be worked on with historical documents, Internet sources and other resources that enhance group work and motivation towards knowledge and criticism of these facts, preserving Historical Memory.
Downloads
References
Alexander, J. C. (2016). Trauma cultural, moralidad y solidaridad. La construcción social del Holocausto y otros asesinatos en masa. Revista Mexicana de Ciencias Políticas y Sociales, 61(228), 191-210. https://doi.org/10.1016/S0185-1918(16)30045-9
Ashby, R. y Lee, P. (1987). Children’s concepts of empathy and understanding in history. In C. Portal (Ed.), The history curriculum for teachers (pp. 62- 88). The Falmer Press.
Barton, K. C. y Ho, L.-C. (2022). Curriculum for Justice and Harmony: Deliberation, Knowledge, and Action in Social and Civic Education. Routledge.
Dashorst, P., Mooren, T. M., Kléber, R. J., de Jong, P. J. y Huntjens, R. J. C. (2019). Intergenerational consequences of the Holocaust on offspring mental health: a systematic review of associated factors and mechanisms. European Journal of Psychotraumatology, 10(1), 1654065. https://doi.org/10.1080/20008198.2019.1654065
Flennegård, O. y Mattsson, C. (2021). Democratic pilgrimage: Swedish students’ understanding of study trips to Holocaust memorial sites. Educational Review. Publicación anticipada en línea. https://doi.org/10.1080/00131911.2021.1931040
Giambastiani, V. (2020). Children’s Literature and the Holocaust. Genealogy, 4(1), 24. https://doi.org/10.3390/genealogy4010024
Giné, N. y Parcerisa, A. (Coords.), Llena, A., París, E. y Quinquer, D. (2003). Planificación y análisis de la práctica educativa. La secuencia formativa: fundamentos y aplicación. Graó.
Goldhagen, D. J. (2019). Los verdugos voluntarios de Hitler: los alemanes corrientes y el Holocausto. Taurus.
González-Sanz, M., Feliu Torruella, M. y Cardona-Gómez, G. (2017). Las Visual Thinking Strategies (VTS) desde la perspectiva del educador patrimonial. DAFO del método en su aplicación práctica. Revista de Educación, 375, 160-183. https://doi.org/10.4438/1988-592X-RE-2016-375-339.
Guerrero, C., López-García, A. y Monteagudo, J. (2019). Desarrollo del pensamiento histórico en las aulas a través de un programa formativo para Enseñanza Secundaria. Revista Electrónica Interuniversitaria de Formación del Profesorado, 22(2), 81-93. http://dx.doi.org/10.6018/reifop.22.2.363911
Grever, M. y Adriaansen, R.-J. (2019). Historical consciousness: the enigma of different paradigms. Journal of Curriculum Studies, 51(6), 814-830. https://doi.org/10.1080/00220272.2019.1652937
Hassan, C. G. (2020). The Holocaust at School, between Remembrance and Oblivion. Trauma and Memory, 8 (2), 113-121. http://dx.doi.org/10.12869/TM2020-2-04
Hernández-Pina, F. y Maquilón, J. J. (2010). Introducción a los diseños de investigación educativa. En M. Santiago Nieto (Ed.). Principios, métodos y técnicas esenciales para la investigación educativa (pp. 79-91). Dykinson.
Lévesque, S. (2008). Thinking Historically. Educating Students for the 21th Century. University of Tonto Press.
López-García, A. y Miralles-Martínez, P. (2019). Entre la memoria de Auschwitz y la construcción ciudadana. En J. R. Moreno-Vera y J. Monteagudo Fernández (Eds.), Temas controvertidos en el aula: Enseñar historia en la era de la posverdad (pp. 343-353). Editum. https://libros.um.es/editum/catalog/view/2711/3861/4511-3
Makhortykh, M., Urman, A. y Ulloa, R. (2021). Hey, Google, is it what the Holocaust looked like? First Monday, 26(10). https://doi.org/10.5210/fm.v26i10.11562
McMillan, J. H. y Schumacher, S. (2005). Investigación educativa (5.ª ed., J. S. Baides, Trad.). Pearson Educación.
Morcan, J. y Morcan, L. (2017). Desmontando teorías de la negación del Holocausto (J. Arango, Trad.). Sterling Gate Books LTD. https://cutt.ly/xXLXZmq
Olascoaga, O. G. (2017). Los partidos neonazis en Europa: ¿un legado olvidado? Revista de Relaciones Internacionales de la UNAM, (128), 73-104. http://www.revistas.unam.mx/index.php/rri/article/view/62244
Patterson, D. (2021). The Literary Response to the Holocaust and the Transformation of the Reader into a Messenger. Humanities, 10(3), 97. https://doi.org/10.3390/h10030097
Rivero, P. y Pelegrín, J. (2019). What History do Future Teachers of Early Childhood Education Think is Relevant?, Cadernos de Pesquisa, 49 (172), 96-120. https://doi.org/10.1590/198053145428
Rivero, P. y Navarro-Neri, I., & Aso, B. (2022). Who Are the Protagonists of History? Exploratory Study on Historical Relevance after Completing Compulsory Secondary Education in Spain. Social Sciences, 11 (4), 175. https://doi.org/10.3390/socsci11040175
Rodríguez-Medina, J., Gómez-Carrasco, C. J., Miralles-Martínez, P. y Aznar-Díaz, I. (2020). An Evaluation of an Intervention Programme in Teacher Training for Geography and History: A Reliability and Validity Analysis. Sustainability, 12 (8), 3124. https://doi.org/10.3390/su12083124
Sáez-Rosenkranz, I., Sabido-Codina, J. y Prats Cuevas, J. (2021). Memoria histórica e historia enseñada: construcciones simbólicas del futuro profesorado y su vínculo con la experiencia escolar. Tempo & Argumento, 13(33), e0111. http://dx.doi.org/10.5965/2175180313332021e0111
Seixas, P. (2017). A Model of Historical Thinking. Educational Philosophy and Theory, 49(6), 593-605. https://doi.org/10.1080/00131857.2015.1101363
Shapiro, A., McDonald, B. y Johnston, A. (2014). Gathering the Voices: Disseminating the Message of the Holocaust for the Digital Generation by Applying an Interdisciplinary Approach. Social Sciences, 3(3), 499-513. https://doi.org/10.3390/socsci3030499
Shemilt, D. (1984). Beauty and the Philosopher: Empathy in History and Classroom. In A. K. Dickinson, P. J. Lee, & P. J. Rogers (Coords.), Learning History (pp. 39-84). Heinemann.
Thorp, R. y Persson, A. (2020). On historical thinking and the history educational challenge. Educational Philosophy and Theory, 52(8), 891-901. https://doi.org/10.1080/00131857.2020.1712550
Trigueros-Cano, F. J., Molina-Saorín, J., López-García, A. y Álvarez Martínez-Iglesias, J. M. (2022). Primary and Secondary School Teachers’ Perception of the Assessment of Historical Knowledge and Skills Based on Classroom Activities and Exercises. Frontiers in Education, 7, 866912. https://doi.org/10.3389/feduc.2022.866912
Wolfson, J. E. (2021). The Jew Uncut: Circumcising Holocaust Representation in Europa Europa. Humanities, 10 (2), 64. https://doi.org/10.3390/h10020064
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2022 Alejandro López-García
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright remains the property of authors. Permission to reprint must be obtained from the authors and the contents of JoS cannot be copied for commercial purposes. JoS does, however, reserve the right to future reproduction of articles in hard copy, portable document format (.pdf), or HTML editions of JoS.
