From the remembrance of the Holocaust to the prevention of radicalisation and crimes against humanity (PREV2)
This course focused on how every teacher can contribute to prevention, and, in particular, it looked at how to strengthen values in education (notably the coherence between one’s values and one’s behaviour), how critical observation and critical thinking can help to resist group pressure and blind obedience to authority and how these and similar educational efforts can contribute to preventing radicalisation and crimes against humanity. The participants developed and tested teaching and training materials which are published below and can serve as examples of practice to be disseminated and developed further.
The participants of this trainer training course are now in a better position to use diverse methods and approaches to contribute to education for the prevention of radicalisation and crimes against humanity; thus, they are better equipped to:
- raise awareness in teachers and learners, in their families and communities of the importance of education’s role in the prevention of radicalisation and crimes against humanity;
- keep alive the memory of the Holocaust as one way to prevent radicalisation and future crimes against humanity;
- integrate the development of the necessary attitudes, skills and knowledge in their teaching and training practice;
- take action in their school and community to promote inclusiveness and democratic participation as well as to counter developments that may lead to radicalisation.
Module A - Strasbourg, France 22 to 25 November 2016
Module B - Graz, Austria 13 to 15 September 2017
Training resources developed in this course (15).
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Les lieux de mémoire européens de la Shoah, une problématique mémorielle exploitée par le webdocumentaire
Auteur: Aurélien Belda (France), Editeur: Višnja Rajić
La problématique centrale que cette formation a l’ambition de poser consiste en la reconnaissance de l’obligation impérieuse de réfléchir à la mémoire commune que les européens partagent, parfois malgré eux.
Bystanding - neutrality manifestation or a crime? Teaching prevention of crimes against humanity in the historical context
Author: Aija Burkevica (Latvia), editor: Višnja Rajić
Learning history or evaluating the political and social events in the community, we always evaluate events from the side-lines. We do not investigate the reasons that determined people's actions in different critical situations. When we compare our own behaviour in various situations with the actions of historical personalities, we can better understand why they acted the way they acted. Knowing these decision-making mechanisms, we can influence the peoples’ behaviour around us to prevent future crimes against humanity.
Prevention is not just a word
Author: Jelena Doslov (Bosnia and Herzegovina), editor: Višnja Rajić
The aim of this unit is to introduce learners to the concept of a totalitarian mind-set so that they can work on education and prevention of escalation of this way of thinking in the classrooms afterwards.
Medicine and human rights: where are the limits? Remembrance and prevention of medical atrocities
Author: M.Àngels Hernández Sierra (Spain), editor: Rasa Askinyte Degesiene
Remembrance of atrocities conducted in human research during the Third Reich makes us think about the limits of humanity. The primary task of this unit is not to describe once again the horrors that people suffered but to teach about prevention of crimes against humanity by avoiding transgression of human rights in science.
Personal values toward and againsts minorities
Author: Ivan Karadarevic (Serbia), editor: Rasa Askinyte Degesiene
Behaviour toward minorities and personal values are perceived as causes of discrimination and intolerance.
This training unit describes the causes of why people, more often young people, behave and react against minority groups in the manner they do.
The Enemy Within, The Self Inside the Other
Author: Eleni Karasavvidou (Greece), editor: Rasa Askinyte Degesiene
Having as a given that representations reflect and at the same time play a major part in the formation of power relations and our personal consciousness and ethos I will use the representations of the ‘Other’ in texts and in films in order to create empathy towards the victims and critical thinking towards totalitarian solutions or power.
From bystanders to upstanders
Author: Yannis Kaskamanidis (Greece), editor: Rasa Askinyte Degesiene
The training unit will focus on how the collaboration and complicity, the obedience and compliance of ordinary people in ideologies, like the one of Nazis, had tragic consequences for millions of people. Using the historical context of the Holocaust, the general purpose of this unit is to develop and strengthen competencies for an active citizenship in order to prevent crimes against humanity.
Helping Teachers align their values and behaviours, so that their students can learn how to prevent future atrocities
Author: Lili Koridze (Georgia), editor: Višnja Rajić
- Willingness to act and encourage others to act against discrimination, prejudices, stereotypes and injustice
- Acceptance of diversity as a positive value for the environment and the survival of humankind
- Aptitude to cope with complex issues and to avoid one-dimensional answers.
- Understanding of how cooperation can help prevent conflict, discrimination and violence.
- Understanding of the subjective nature of all knowledge of self and others
From Reflection to Action: Critical Thinking Approach to Education for Prevention of Radicalization and Crimes against Humanity
Author: Iryna Lapitskaya (Belarus), editor: Carmen Becker
One of the darkest chapters in human history is the Holocaust. How can we help teachers to explore the problems related to such difficult issues? How to provide information about causes, contexts and consequences of the Nazis’ terror for the next generations? How to prevent it in the future? The most successful way to answer these questions is trainings and lessons that encourage participants to think for themselves, ask questions and engage in critical thinking about difficult issues of human history.
Author: Emanuele Marcora (Italy), editor: Audrey Cheynut
This activity addresses teachers that would like to encourage a more student-centered curriculum in Shoah studies. History is not a set of knowledge to be transmitted from the teacher’s mind to the students’. Understanding human choices during the Nazi regime and Shoah can make our students more sensitive when they are asked to make difficult choices and to face ethical dilemmas today.
What a better world it would be if we were listening to each other
Author: Olga Melnikova (Belarus), editor: Višnja Rajić
The general theme of this TU is emphatic listening.
The prevention of "hate speech" through classroom activities
Author: Mariya Pachevska (Germany), editor: Audrey Cheynut
The focus of this unit is on the prevention of "hate speech" through class activities. Its aim is to explore the roots and the branches of "hate speech" against humanity.
Empowerment of a teacher – against exclusion and labelling
Author: Ewa Rysinska (Poland), editor: Rasa Askinyte Degesiene
These activities explore the topic of exclusion, which is experienced not only in the classroom, but also outside the classroom. The question is not how to eliminate this phenomenon, but how to protect oneself in the face of group pressure and how to deal with opinions imposed by one’s entourage. The opinions may concern people and actions. It is impossible to eliminate labelling; however it is possible to see the consequences of labelling and efforts to exclude others.
Teaching about choices and moral dilemmas: difficulty or professional challenge?
Author: Valerija Turk- Presečki (Croatia), editor: Audrey Cheynut
History school textbooks, as well as textbooks used for other social subjects, do not write at great length about people’s individual fates, even less so about people’s choices in the historical context of the Holocaust. In this training unit the participants will be involved in cooperative learning activities and delve into the importance of teaching about choices and moral dilemmas of people in the past. By analysing the material dealing with various choices and consequences thereof they will delve into the complexity of human behaviour in extraordinary war circumstances and see if they can arrive at a final answer to the issue.
HUMAN RIGHTS, REFUGEES, MIGRATION AND ASYLUM ISSUES, An educational Programme for Secondary Education
Author: Anastasia D. Vakaloudi (Greece), editor: Višnja, Rajić
This educational programme provides students with a definition, historical background, and basic information about Human Rights, the International Refugee Regime and the global nature of forced displacement.
This educational programme aims to encourage students to see refugees and forced migrants as more than just numbers in need of aid, but as the people that they are. Students watch the accompanying videos and complete worksheets and activities.