Abstract
Mehmet Can, Karoline Georg and Ruth Hatlapa discuss how the traditional German perception of the remembrance of the Shoah, as well as existing educational concepts to learn about or to learn from crimes of National Socialism, is challenged by the fact that Germany is an immigration country where a variety of historical narratives exists. They argue that the traditional educational approach to this part of German history is in effect exclusive to people with migrant backgrounds. Their paper deals with three main questions: (1) what mechanisms of exclusion exist in the common forms of teaching and remembering the Shoah in Germany? (2) What forms of access to the history of the Shoah are available to young Muslims and what forms of reference do they use in their discussion of it? (3) How can educational concepts provide wider accessibility to learning about National Socialist crimes while embracing the complexity of a modern migration society?
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