Paula Cowan – författare

This is a thorough exploration of the issues in teaching controversial issues in classroom, drawing on international case studies sharing teachers' and pupils' experiences. Paula Cowan and Henry Maitles provide a thorough exploration of current debates and controversies relating to teaching controversial issues in primary and secondary schools. They also investigate the changing nature of this type of learning experience and explore its contribution to the curriculum, particularly history and citizenship education. Topics covered include: What is the 'right' age to discuss controversial issues; The Citizenship Agenda; Discussing Iraq with school students; Teaching the Holocaust in the multicultural classroom; and, Islamophobia. International case studies provide fresh insights and valuable student and teacher feedback into the teaching of what many perceive as sensitive and difficult areas. Reflective questions and activities encourage readers to really engage with the issues and annotated further reading suggestions provide links to useful resources.The supporting companion website provides more detailed additional information along with practical teaching resources for those looking to explore controversial issues in their own classroom. This title is an essential reading for beginning teachers and teachers of citizenship and history, and education studies students exploring the teaching of controversial issues in the classroom.

A thorough exploration of the issues in teaching controversial issues in classroom, drawing on international case studies sharing teachers' and pupils' experiences.

A thorough exploration of the issues in teaching controversial issues in classroom, drawing on international case studies sharing teachers'' and pupils'' experiences.

This is a thorough exploration of the issues in teaching controversial issues in classroom, drawing on international case studies sharing teachers' and pupils' experiences. Paula Cowan and Henry Maitles provide a thorough exploration of current debates and controversies relating to teaching controversial issues in primary and secondary schools. They also investigate the changing nature of this type of learning experience and explore its contribution to the curriculum, particularly history and citizenship education. Topics covered include: What is the 'right' age to discuss controversial issues; The Citizenship Agenda; Discussing Iraq with school students; Teaching the Holocaust in the multicultural classroom; and, Islamophobia. International case studies provide fresh insights and valuable student and teacher feedback into the teaching of what many perceive as sensitive and difficult areas. Reflective questions and activities encourage readers to really engage with the issues and annotated further reading suggestions provide links to useful resources.The supporting companion website provides more detailed additional information along with practical teaching resources for those looking to explore controversial issues in their own classroom. This title is an essential reading for beginning teachers and teachers of citizenship and history, and education studies students exploring the teaching of controversial issues in the classroom.

The Holocaust is a controversial and difficult teaching topic that needs to be approached sensitively and with an awareness of the complex and emotive issues involved. This book offers pragmatic pedagogical and classroom-based guidance for teachers and trainee teachers on how to intelligently teach holocaust education in a meaningful and age-appropriate way.

Key coverage includes:

Practical approaches and useful resources for teaching in schoolsHolocaust education and citizenshipHolocaust remembrance as an educational opportunityHow to explore the topic of anti-semitism in the classroomExploring international perspectives on holocaust education

The Holocaust is a controversial and difficult teaching topic that needs to be approached sensitively and with an awareness of the complex and emotive issues involved. This book offers pragmatic pedagogical and classroom-based guidance for teachers and trainee teachers on how to intelligently teach holocaust education in a meaningful and age-appropriate way.

Key coverage includes:

Practical approaches and useful resources for teaching in schoolsHolocaust education and citizenshipHolocaust remembrance as an educational opportunityHow to explore the topic of anti-semitism in the classroomExploring international perspectives on holocaust education

The Holocaust is a controversial and difficult teaching topic that needs to be approached sensitively and with an awareness of the complex and emotive issues involved. This book offers pragmatic pedagogical and classroom-based guidance for teachers and trainee teachers on how to intelligently teach holocaust education in a meaningful and age-appropriate way.

Key coverage includes:

Practical approaches and useful resources for teaching in schools Holocaust education and citizenship Holocaust remembrance as an educational opportunity How to explore the topic of anti-semitism in the classroom Exploring international perspectives on holocaust education

Marianne Grant’s story is a remarkable one of courage. She was an artist who managed to paint in the most extreme circumstances, and her works of art tell of her experiences of WWII and imprisonment in Theresienstadt, Auschwitz and Bergen-Belsen concentration camps. These unique and extraordinary works, painted at first hand, help us to better understand the impact of the Holocaust. Her work still resonates today, particularly in Glasgow, the city that became her home and a city which has a strong tradition of welcoming refugees. Marianne Grant (1921–2007), was a remarkable woman, and a remarkable artist. Born in Prague in 1921 to Jewish parents, she loved to paint and draw. In 1942, she and her mother were deported to the Theresienstadt ghetto, and Marianne took watercolour paints, brushes and paper in the one suitcase she was allowed to bring. Her mother was later sent to Auschwitz, and Marianne jumped on the same train in order to stay with her. In the concentration camp Marianne came to the attention of Dr Mengele, who gave her an architect’s drawing kit and got her to work with him, documenting his work. He would pace up and down as she worked, and Marianne knew that she was, literally, drawing for her life. In April 1945, Marianne and her mother were sent to Bergen-Belsen. Throughout the war Marianne painted and sketched the scenes she saw, showing compassion for her fellow inmates, but also using her art as a form of silent protest. She and her mother survived the war, and after the liberation of Bergen-Belsen went to Sweden on a Red Cross ship. There Marianne earned a living making Christmas decorations. In 1951 she married a German Jewish refugee living in Glasgow, Jack Grant (born Jaakov Horst Grodszinksy), with whom she had become pen pals, and came to live in Glasgow, where they raised their three children. In 2002, when Marianne was still alive, Glasgow Museums was fortunate to be able to work with her on projects relating to her work, and in 2004, with grant aid assistance from the Heritage Lottery Fund, The Art Fund, and the National Fund for Acquisitions, we were able to acquire 77 of her remarkable works. Every January, we rotate the display of her works in Kelvingrove Art Gallery and Museum.This is the first full catalogue of Marianne’s works.

This collection is the first of its kind, bringing together Holocaust educational researchers as well as school and museum educators from across the globe, to discuss the potentials of Holocaust education in relation to primary school children. Its contributors are from countries that have a unique relationship with the Holocaust, such as Germany, Israel, neutral Switzerland, and Allied countries outside the UK. Their research provides new insight into the diverse ways in which primary aged students engage with Holocaust education. Chapters explore the impact of teaching the Holocaust to this age group, school and museum teaching pedagogies, and primary students’ perspectives of the Holocaust. This book will appeal to school and museum educators of primary aged students whose work requires them to teach the Holocaust, Citizenship (or Civics) or Human Rights Education. Since the turn of the twenty-first century there has been a transformation in school and museum-based Holocaust education. This book clearly demonstrates that primary education has been included in this transformation.

This collection is the first of its kind, bringing together Holocaust educational researchers as well as school and museum educators from across the globe, to discuss the potentials of Holocaust education in relation to primary school children. Its contributors are from countries that have a unique relationship with the Holocaust, such as Germany, Israel, neutral Switzerland, and Allied countries outside the UK. Their research provides new insight into the diverse ways in which primary aged students engage with Holocaust education. Chapters explore the impact of teaching the Holocaust to this age group, school and museum teaching pedagogies, and primary students’ perspectives of the Holocaust. This book will appeal to school and museum educators of primary aged students whose work requires them to teach the Holocaust, Citizenship (or Civics) or Human Rights Education. Since the turn of the twenty-first century there has been a transformation in school and museum-based Holocaust education. This book clearly demonstrates that primary education has been included in this transformation.