Archive - page 31
Bilingualer Geschichtsunterricht – Nein Danke!
The North Rhine-Westphalia (NRW) education portal grandiosely states: "Bilingual teaching is a formula for success. The DESI (Deutsch-Englisch Schülerleistungen International) study commissioned by the Conference of German Education Ministers, projects at different schools,
Historisierte Leitbilder, geschichtspolitisches Gedenken
Do you know the country’s memorial foundations for outstanding German statesmen [Politikergedenkstiftungen]? One of them or even all of them? Sometimes it is hard to imagine that the nationally funded German memorial landscape might include more than just ...
Rhodes muss gestürzt werden! Anatomie eines Protestes
The recent protests about the statue of Rhodes at the University of Cape Town (UCT) have resulted in much debate and media coverage. They also present an opportunity to analyse elements of public history and its role.
Denkmalsturz rückwärts. Ein verlorener Gedenkort | Iconoclasme inverse. Un lieu de mémoire perdu
Following the irreparable destruction of the equestrian statue depicting Wilhelm I at the Deutsches Eck (German Corner) in Koblenz, a national flag, mounted on the abandoned torso, was located there from 1953 till 1993. ...
Politisierung des Unterrichts zur US-Geschichte?
In February, Oklahoma state legislators considered a bill declaring an “emergency” in the U.S. history curriculum because of the revised Advanced Placement U.S. History course. An emergency! What was all this about?
Noch einmal: Curricula
In a contribution recently published here, Holger Thünemann called for a more intensive discussion of curricula. The drafting of a new curriculum in Berlin/Brandenburg has sparked a lively debate. To my mind, it seems quite ...
43 Vermisste im mexikanischen Geschichtsunterricht / A la enseñanza de la historia en México le faltan 43
Mexico is experiencing a drawn-out crisis in human rights. The disappearance and subsequent murder of 43 students studying to be rural teachers last September is yet another example of this. At the same time, programs for studying history at the level of basic education and teacher training deny this reality.