Abstract

The paper aims to introduce opportunities for the presentation of the theme of Shoah within institutional education. In the article we deal in detail with the inclusion of a defined phenomenon in the teaching of literary education. The artistic narratives are a suitable standard for familiarizing pupils with the given subject, both in a factual and fantasy, imaginary plane. The paper also deals in more detail with the personality of a teacher of literary education as a primary subject in the interaction between pupils, the text and his subject. The study has a marginal impact on the (not) existence of teacher-oriented research focusing on their views on the implementation of the Shoah theme in school education.

Keywords

References

• Acedo, C. (2010). Lessons from the Shoah for history, memory, and human rights. Prospect, 40, 1 - 3.
• Carrier, P., Fuchs, E., & Messinger, T. (2015). The international status of education about the holocaust: A global mapping of textbooks and curricula. Paris, France: UNESCO Publishing.
• Cohen, E., H. (2016). Teacher autonomy within a flexible national curriculum: development of Shoah (holocaust) education in Izraeli state school. Curriculum Studies, 48(2), 167 - 191.
• Drahi, P. (2015). L´expérience de l´enseignement de la Shoah en France par des professeurs de collège et de lycée: un analyseur de l´expertise professionnelle face à une question socialement vive (Disertační práce). Retrieved 22 September 2018, from http://www.theses.fr/2015PA100077.
• Grech, L. (2000). Teaching about the Holocaust. Strasbourg: Council for Cultural Co-operation. Retrieved 1 June 2018, from https://rm.coe.int/1680494240.
• Hirsch, M. & Kascandes, I. (2004). Teaching the Representation of the Holocaust. New York: Modern Language Assn.
• Imber, S. (2013). The pedagogical approach to teaching the Holocaust. Teaching history 47(3), 21 - 24.Available
• Jeřábek, J. et al. (2017). Rámcový vzdělávací program pro základní vzdělávání (Framework Education Program for Elementary Education). Retrieved 14 June 2018, from http://msmt.cz/vzdelavani/zakladni-vzdelavani/učební-dokumenty.
• Jindráček, V. (2018). Literary education during the period of curricular reform: recapitulation of ecucational concepts and instructional quality analyzing. Paidagogos 2018(1 – 2), 42 – 80.
• Jordan, S., D. (2004). Educating without overwhelming: authorial strategies in children´s holocaust literature. Children´s Literature in Education 35(3), 199 – 218.
• Kinloch, N. (2001). Parallel catastrophes? Uniqueness, redemption and the Shoah. Teaching history, 104, 8 – 14.
• Kokkola, L. (2003). Representing the Holocaust in Children´s Literature. New York: Routledge.
• Lang, J. (2008). Violence, Redemption, and the Shoah. Studies in American Jewish Literature, 27, 69 – 86.
• Lindquist, D., H. (2010). Complicating Issues in Holocaust Education. Journal of Social Studies Research 34(1), 77 - 93.
• Lindquist, D., H. (2013). Defining the Shoah: An Opening Lesson for a Holocaust Unit. The Social Studies, 104(1), 32 – 37.
• Lindquist, D., H. (2008). Developing Holocaust Curricula: The Content Decision-Making Process. A Journal of Educational Strategies, Issues and Ideas, 82(1), 27 – 34.
• Martin, C., K. (2007). Teaching the Shoah: Four approaches that draw students in. The History Teacher, 40(4), 493 – 503.
• Mašát, M. (2017). To the Utilization of the Shoah theme in the reading-books for the second grade of primary schools. Jazyk – literatura – komunikace 2017(2), 68 – 78.
• Mašát, M. (2018). Representation of Shoa and holocaust terms in selected curriculum documents. Proceedings of the International Scientific Conference for Ph.D. students and assistants – QUAERE 2018 8(8), 802 – 809.
• Mašát, M. & Sladová, J. (2019). Representations of Shoah and Holocaust Terms in Selected Curriculum Documents: A Teacher's Perspective. Universal Journal of Educational Research, 7(2), 457 - 462.
• Mémorial de la Shoah. (2017). What is the Shoah? Mémorial de la Shoah. Retrieved 14 June 2018, from http://www.memorialdelashoah.org/.
• Moisan, Sabrina & Hirsch, Sivane & Audet, Geneviève. (2015). Holocaust education in Quebec: Teachers´ Positioning and Practises. McGill Journal of Education 50(2-3), 247 - 268.
• Oliveira, W. M. (2017). In search of over there: education, space, and language. Educação & Realidade 42(3), 1161-1182.
• Resnik, J. (2003). ´Sites of memory´of the Holocaust: shaping national memory. The education system in Israel. Nations and Nationalism 9(2), 297 - 317.
• Russel, D. L. (1997). Reading the Shards and Fragnments: Holocaust Literature for Young Readers. The Lion and the Unicorn, 21(2), 267 – 280.
• Schär, B. C. & Sperisen, V. (2010) Switzerland and the Holocaust: teaching contested history. Journal of Curriculum Studies 42(5), 649 – 669.
• Shaer, M. (2017). The Holocaust´s Great Escape. Smithsonian magazine. Retrieved 12 July 2018, from https://www.smithsonianmag.com/history/holocaust-great-escape-180962120/.
• Štěpáník S. & Slavík, J. (2017). Pupil’s preconceptions as the constitutive component of L1 instruction. Pedagogická orientace, 21(1), 58 – 80.
• Tinberg, H. (2005). Taking (and teaching) the shoah personally. College English, 68(1), 72 - 89.
• Tinberg, H. & Weisberger, R. (2014). Teaching History: Teaching the Holocaust. An integrative approach. Bloomington: Indiana University Press.
• United States Memorial Museum. (2019). Why Teach about the Holocaust? Retrieved 14 June 2018, from https://www.ushmm.org/educators/teaching-about-the-holocaust/why-teach-about-the-holocaust.
• Vala, J. (2018). Co (ne)číst v literární výchově v 9. ročníku ZŠ. Komenský, 143(1), 19 – 24.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.