Abstracts
Abstract
Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers choose to teach about it when it is not compulsory? And how do they do this? Which resources do they use? What content is their teaching based on? This case study focuses on three high school history teachers in Quebec and explores their educational objectives in teaching the Holocaust and related pedagogical practices, including a field trip to the Montreal Holocaust Memorial Centre.
Résumé
L’enseignement de l’Holocauste est obligatoire dans plusieurs sociétés et cette prescription est justifiée par les autorités de plusieurs manières : permettre aux élèves de développer une compréhension plus approfondie des notions de droits humains, de paix, de guerre, de génocide, de pensée critique, de pensée historique, de racisme, etc. L’Holocauste possède aussi une forte charge émotionnelle et morale. Mais pourquoi des enseignants n’ayant pas le mandat d’enseigner cet événement le font-ils? Comment le font-ils? Avec quel matériel? Quels contenus abordent-ils? Cette étude de cas suit trois enseignants d’histoire du Québec. Elle explore leurs objectifs éducatifs, les pratiques pédagogiques mises en place, incluant une visite au Musée commémoratif de l’Holocauste à Montréal.
Appendices
Appendices
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