Main Article Content
Holocaust, school education, history, textbook, discourse analysis
Purpose: The article deals with the problems associated with the transformation of historical memory in the teaching of the theme of the Holocaust. The relevance of this issue is connected with the growing problems of migration flows, intercultural and racial conflicts in the world. The authors conducted a comparative analysis of approaches to the study of this issue in the context of modern educational reality of Germany and Russia.
Methodology: The main method was the discourse analysis of the texts in modern textbooks. It is noted that in recent years the Holocaust has been the subject of attention in school education.
Result: Ideological goals pursued by the state are most often realized through the translation of ideas in the school literature. A similar situation was observed in the period of the Soviet state when a number of historical facts were distorted; the same situation is observed in the post-Soviet period. The results of the discourse analysis reveal the main context of the transmitted ideas. It is that the Holocaust is being studied as a tragic page in history. At the same time, this topic is allocated a very small amount of space in textbooks, which leads to the conclusion of its weak accentuation. It is concluded that it is necessary to increase the importance of this page of history in the process of formation of adequate historical memory of schoolchildren and the development of their tolerance.
Applications: This research can be used for universities, teachers, and students.
Novelty/Originality: In this research, the model of Cross-Cultural Analysis of the Holocaust Theme by Materials of school Programs (In Russia and Germany) is presented in a comprehensive and complete manner.
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