“Since the late 1990s, a discourse in educational science has developed about the need to conceptualize learning about National Socialism ‘differently’ in order to ‘reach’ migrant children, to teach them ‘the role of the Holocaust’ and to ‘integrate’ them. In doing so, a number of quasi-self-evident assumptions and presuppositions are expressed: ‘migrant children’ stand beyond Nazi memory, there is a German way of learning about National Socialism, ‘migrant’ and ‘non-migrant’ children are obviously distinguishable, etc. The discourse analysis, grounded in critical racism, elaborates the image of migrant children against the background of the general discourse on migrants and concludes that migrants are primarily conceptualized as counter-images to Germans. The focus is on the absence or existence of family biographical involvement in guilt. In speaking about migrants, the German self-image is negotiated, the national identity as a community of reappraisal that has learned from the Nazi crimes.” (from the publisher’s announcement)
Rosa Fava 2015: Reorienting “Education after Auschwitz” in the Immigration Society. A critical discourse analysis of racism. Berlin: Metropol
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