CHANGE

Handbook for History Learning and Human Rights Education
Herausgegeben:Engel, Else; Tibbitts, Felisa; Fenner, Lea; Lücke, Martin

• Broschiertes Buch

Produktbeschreibung

What opportunities offer combinations of human rights education and history learning for the empowerment of learners and for further development of both educational approaches? And what would such a combination look like in educational practice?

The handbook provides ideas and answers for educators in formal and non-formal education as well as in university level teacher training from theoretical and practice perspectives. The Change approach links exploring change connected to human rights in the past with contributing to change in the present.

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Produktdetails

• Verlag: Wochenschau-Verlag
• Artikelnr. des Verlages: 40390
• Seitenzahl: 208
• Erscheinungstermin: 6. Oktober 2016
• Englisch
• Abmessung: 209mm x 150mm x 16mm
• Gewicht: 314g
• ISBN-13: 9783734403903
• ISBN-10: 3734403901
• Artikelnr.: 45655200

Autorenporträt

Dr Jolanta Ambrosewicz-Jacobs Director of the Centre for Holocaust Studies and lecturer at the UNESCO Chair for Education about the Holocaust, Jagiellonian University, Krakow, Poland Else Engel Research associate, Freie Universität Berlin, Germany and Co-founder, right now Human Rights Consultancy & Training, Germany Lea Fenner Co-founder, right now Human Rights Consultancy & Training, Germany Dr Martin Lücke Professor for History Education, Freie Universität Berlin, Germany Dr Felisa Tibbitts Lecturer, Teachers College of Columbia University, USA and Founder and Senior Advisor, Human Rights Education Associates (HREA), USA

Inhaltsangabe

Introduction
1 The Change Project and Handbook
Part I: Educational Concepts
2 State of the Art of Combining History Learning and Human Rights Education

By Else Engel, Lea Fenner and Martin Lücke

2.1 International Perspectives on History Learning and Human Rights Education

History Learning

Human Rights Education

2.2 Concepts for Combining History Learning and Human Rights Education

Concepts of Combined Approaches

Arguments for and Benefits of Combined Approaches

Challenges of Combined Approaches

Strategies for Meaningfully Combined Approaches

2.3 Practices of Combining History Learning and Human Rights Education

Who Combines History Learning and Human Rights Education?

What are the Programmes and for Whom are they Intended?

Why was the Decision for a Combined Approach Made?

How are Combined Approaches Conceptualised?

What are the Learning Contents?

What are the Educational Objectives?

2.4 Concluding Remarks: Commonalities of History Learning and Human Rights Education
3 The Change Approach for Combining History Learning and Human Rights Education

By Martin Lücke

3.1 Introduction

3.2 Being Able to Narrate: History Learning as an Individual Acquisition of History

3.3 Criticising and Analysing Society: The Societal Dimension of History Learning

3.4 Being Competent for Change: Approaches of Human Rights Education and their Connections with History Learning

3.5 Human Rights Education, History Learning and Inclusion

3.6 Contents for a Combined Approach
Part II: Educational Practice
4 Practical Tools for Combining History Learning and Human Rights Education

By Else Engel, Lea Fenner and Martin Lücke

4.1 Guidance to the Practice Chapters

4.2 Core History Learning Elements in a Combined Approach

History, History Learning and Historical Narration

Why History Learning?

Basic Standards of Historical Narration and Deconstruction

How to Teach History: Didactic Analysis

4.3 Core Human Rights Education Elements in a Combined Approach

Human Dignity and Human Rights Standards as the Basis for Human Rights Education

Why Human Rights Education?

What are the Objectives of Human Rights Education?

How to Implement Human Rights Education?

Human Rights-Based Approach to Education

4.4 Core Elements of a Combined Change Approach

4.5 Benefits of and Strategies for a Combined Approach

4.6 Preparing as an Educator for a Combined Programme

Recommended Core Resources

Further Education

Co-teaching and Team Teaching

By Felisa Tibbitts

4.7 Evaluation of Combined Educational Programmes

Human Rights-Based Approach and Evaluation

Learner Assessment

Educator Assessment

Programme Evaluation

Impact Assessment
5 Combining History Learning and Human Rights Education in Secondary School Education

By Felisa Tibbitts

5.1 Introduction

Structure of this Chapter

Linking with School Curricula

Working with Students

Cosmopolitan Approaches to History and Civics Education

Organising Combined Lessons in Your Own School

5.2 Developing a Combined Curriculum or Activity

Learner Goals - the Why?

Theme - the What?

Methodologies of the Lesson - the How?

Praxis - the Change?

5.3 Inspiring Examples

Power and Governance

Discrimination

Citizenship and Exclusion

Mass Violence and Society

Human Rights and the International Justice System
6 Combining History Learning and Human Rights Education in Higher Education and Teacher Training

By Martin Lücke

6.1 Introduction

6.2 The 'Human Rights Education and History Learning' Seminar at Freie Universität Berlin

6.3 Analysis of a Practical Example of University Student Work

6.4 Final Points
7 Combining History Learning and Human Rights Education at Museums and Memorial Sites

By Jolanta Ambrosewicz-Jacobs

7.1 Introduction

7.2 Human Rights Education at Museums and Memorial Sites

Key Aspects of Education at Museum

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Introduction 1 The Change Project and Handbook Part I: Educational Concepts 2 State of the Art of Combining History Learning and Human Rights Education By Else Engel, Lea Fenner and Martin Lücke 2.1 International Perspectives on History Learning and Human Rights Education History Learning Human Rights Education 2.2 Concepts for Combining History Learning and Human Rights Education Concepts of Combined Approaches Arguments for and Benefits of Combined Approaches Challenges of Combined Approaches Strategies for Meaningfully Combined Approaches 2.3 Practices of Combining History Learning and Human Rights Education Who Combines History Learning and Human Rights Education? What are the Programmes and for Whom are they Intended? Why was the Decision for a Combined Approach Made? How are Combined Approaches Conceptualised? What are the Learning Contents? What are the Educational Objectives? 2.4 Concluding Remarks: Commonalities of History Learning and Human Rights Education 3 The Change Approach for Combining History Learning and Human Rights Education By Martin Lücke 3.1 Introduction 3.2 Being Able to Narrate: History Learning as an Individual Acquisition of History 3.3 Criticising and Analysing Society: The Societal Dimension of History Learning 3.4 Being Competent for Change: Approaches of Human Rights Education and their Connections with History Learning 3.5 Human Rights Education, History Learning and Inclusion 3.6 Contents for a Combined Approach Part II: Educational Practice 4 Practical Tools for Combining History Learning and Human Rights Education By Else Engel, Lea Fenner and Martin Lücke 4.1 Guidance to the Practice Chapters 4.2 Core History Learning Elements in a Combined Approach History, History Learning and Historical Narration Why History Learning? Basic Standards of Historical Narration and Deconstruction How to Teach History: Didactic Analysis 4.3 Core Human Rights Education Elements in a Combined Approach Human Dignity and Human Rights Standards as the Basis for Human Rights Education Why Human Rights Education? What are the Objectives of Human Rights Education? How to Implement Human Rights Education? Human Rights-Based Approach to Education 4.4 Core Elements of a Combined Change Approach 4.5 Benefits of and Strategies for a Combined Approach 4.6 Preparing as an Educator for a Combined Programme Recommended Core Resources Further Education Co-teaching and Team Teaching By Felisa Tibbitts 4.7 Evaluation of Combined Educational Programmes Human Rights-Based Approach and Evaluation Learner Assessment Educator Assessment Programme Evaluation Impact Assessment 5 Combining History Learning and Human Rights Education in Secondary School Education By Felisa Tibbitts 5.1 Introduction Structure of this Chapter Linking with School Curricula Working with Students Cosmopolitan Approaches to History and Civics Education Organising Combined Lessons in Your Own School 5.