S’approprier la Shoah par la fiction
This article examines German teenagers’ interactions with literature and films about the Holocaust in history class. We look at the connections between school, family and peer group environments in order to understand how German teenagers view their relationship with the past, apply it to their ever...
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| Format: | Article ou chapitre numérique |
| Idioma: | Français |
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2014
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| Accés en línia: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Sumari: | This article examines German teenagers’ interactions with literature and films about the Holocaust in history class. We look at the connections between school, family and peer group environments in order to understand how German teenagers view their relationship with the past, apply it to their everyday lives and adapt it according to different situations. This article also analyzes the ways in which history teachers use works of fiction to spark teenagers’ interest in history. Since reunification, both East and West Germany have taken an emotions-driven approach to teaching students about the Holocaust. However, emotions are socially coded. They do not have the same effect on boys and girls and they are not used in the same way in upper, middle and lower class families. These differences are evident in the way that teenagers interact with Nazi history, regardless of their teachers’ approaches to presenting the subject. |
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