The selection of topics in good practice of teaching the holocaust in England and Republica Srpska: A case study

IF 0.2 0 ART
Danilo Kovač
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Abstract

Even though the last decades have witnessed an increased educational interest in the Holocaust, there is no single response to what topics should be incorporated into the Holocaust curricula. This paper aims to compare the teaching preferences in selecting Holocaust-related topics in good practices of two education systems, namely Republika Srpska (Bosnia and Herzegovina) and England (United Kingdom). Research questions were focused on determin?ing similarities and differences across the two systems and identifying relevant and original teaching practices to be shared and exchanged. Four history teach?ers from Republika Srpska and four English history teachers were interviewed. Questionnaires were distributed to 32 students from Republika Srpska and 21 from England. The quantitative data reveal that historical background has a more ostensible impact on the Republika Srpska education system. Significant dis?crepancies in teachers? and students? preferences have been identified in both systems. Qualitative data revealed original English teaching ideas potentially useful for the Republika Srpska educators teaching the Holocaust, persecution of the Serbs in the Second World War and addressing recent Yugoslav wars. Many of the identified practices might be helpful to educators beyond the two education systems.
英格兰和斯普斯卡共和国大屠杀教学的良好实践主题选择:案例研究
尽管在过去几十年里,人们对大屠杀的教育兴趣有所增加,但对于应该将哪些主题纳入大屠杀课程,并没有统一的答案。本文旨在比较两种教育体系,即塞族共和国(波斯尼亚和黑塞哥维那)和英格兰(联合王国)在选择大屠杀相关主题方面的教学偏好。研究问题集中在决定?分析两种体系之间的异同,找出相关的、原创的教学实践,进行分享和交流。四教历史?采访了来自斯普斯卡共和国的学生和四名英语历史教师。调查问卷分发给来自塞族共和国的32名学生和来自英格兰的21名学生。定量数据显示,历史背景对斯普斯卡共和国教育制度的影响更为明显。重要的说?师资差异?和学生?在这两个系统中已经确定了偏好。定性数据显示,原始的英语教学理念可能对斯普斯卡共和国教育工作者在教授大屠杀、第二次世界大战中对塞尔维亚人的迫害和最近的南斯拉夫战争方面有用。许多已确定的做法可能对两种教育体系之外的教育工作者有所帮助。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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