Welche Möglichkeiten eröffnet eine Verbindung von historischem Lernen und Menschenrechtsbildung sowohl für ein Empowerment der Lernenden als auch für die Weiterentwicklung beider Bildungsansätze? Und wie kann eine solche Verbindung in der Bildungspraxis aussehen? Das Handbuch bietet Bildungspraktiker_innen in der schulischen und außerschulischen Bildung sowie in der universitären Lehrer_innenausbildung Antworten und Anregungen aus theoretischer und praktischer Perspektive. Der entwickelte Change Ansatz ist dabei Klammer für die Auseinandersetzung mit menschenrechtsbezogenem Wandel in der Vergangenheit und dessen Förderung in der Gegenwart.

Hersteller:
Wochenschau Verlag
info@wochenschau-verlag.de
Eschborner Landstr. 42-50
DE 60489 Frankfurt

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

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 Museums and Memorial Sites in the Context of this Handbook Strategies for Dealing with Challenges when Implementing Combined Programmes 7.3 Developing a Combined Programme Preparing a Combined Programme Developing an Outline for a Combined Programme Guidelines for Developing Combined Programmes Formats for Combined Programmes Themes for a Combined Programme Methods and Outputs of Combined Programmes 7.4 Inspiring Examples Adapted to the Change Approach 7.5 Concluding Remarks 8 Combining History Learning and Human Rights Education in Non-formal Education By Else Engel 8.1 Key Features of the Learning Environment Non-formal Education in the Context of this Handbook Organisers of Non-formal Education on History Learning and Human Rights Education Educators in Non-formal Education Learners in Non-Formal Education A Learner-centred Approach 8.2 Drafting a Change Programme Outline Context Analysis Identifying the Intended Group of Learners Choosing and Adopting the Content Defining Intended Learning Objectives Composing the Team of Educators Planning the Evaluation of the Programme 8.3 Developing Change Methods and Outputs Levels of Change Methods and Outputs for Personal Change Methods and Outputs for Societal Change Methods and Outputs for Structural Change