Edited By Heike Niedrig and Christian Ydesen
Rosa Fava: ‘Ethnic Conflicts’ or Racism? – A German Case Study about “‘Problematic’ ways of acquiring NS-History in Multicultural Classrooms” re-interpreted from a “racismcritical” perspective
‘Ethnic Conflicts’ or Racism? – A German Case Study about “‘Problematic’ ways of acquiring NS-History in Multicultural Classrooms” re-interpreted from a “racism- critical”1 perspective Rosa Fava, University of Hamburg, Germany Since the mid-1990s, a discussion within the fields of Teaching Methodologies for History as a school subject, Intercultural Education, and so called “Education after Auschwitz” (learning about and from2 National-Socialism and more espe- cially the Holocaust) has drawn attention to the fact that Germany is an immi- grant society. A number of teachers and educators perceived this either as a “problem”, a “challenge” or a “chance”, but in any case as a starting point to develop new methods of teaching and redefine the topics and goals of a univer- sal Holocaust Education in the country of the perpetrators. The presence of “immigrant children” (be they off-spring from immigrants or youth who immi- grated themselves) in German classrooms first initiated a process of researching the particular characteristics of this “group”, of pinpointing differences between these “students with migration background” and “German” students, and of de- signing special educational programmes for “multicultural groups of learners” (Fechler 2000: 209). Finally, Fechler et al.’s (2000) anthology „‚Erziehung nach Auschwitz‘ in der multikulturellen Gesellschaft“ [’Education after Auschwitz’ in the multicultural society] became one of the starting points for a more system- atic discussion about how to teach about the Holocaust in a country where not everyone can be addressed as being ‘ethnically German’. This article is based on material and findings from my on-going dissertation...
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