Katalin Morgan
Biographic Data
| ID | 4876138 |
|---|---|
| NAME | Katalin Morgan |
| GIVEN NAMES | Katalin |
| FAMILY NAME | Morgan |
| SIGNATURE | MORGAN K |
| AFFILIATIONS | University of Duisburg-Essen |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Guilt(y) Today? What Some German Youths Say After Virtual Encounters with Shoah Survivors
Against the theoretical background that sketches Biblical, legal, historical, psychological and biographical perspectives on guilt, this article examines the mental models that some German youths have in relation to the experiences told by Shoah survivors. Ethnographic descriptions and discourse analytical interpretations of these models are based on six participants' responses to video-graphed interviews with Shoah survivors. These responses wer…
Exploring the Educational Potential of a Video-Interview with a Shoah Survivor
This article aims to establish what the education potential is of video-interviews with Shoah survivors that have been made available as historical sources for learners in secondary schools. It does so by looking at some of the learner tasks pertaining to one selected video-interview and by using empirical data consisting of masters students’ responses to the same interview. After contextualising the research within the intersecting field of vide…
Is it possible to understand the Holocaust? Insights from some German school contexts
Against the background of the uniqueness position regarding antisemitism, this study seeks to find out whether there are thought patterns, as expressions of cultural memory, in members of school communities in Germany, that obscure the possibility to understand the Holocaust. Using an ethnographic data gathering and a historiographical data analysis method, narratives were constructed from recorded opinions, interviews and conversations with teac…
Learning empathy through school history textbooks? A case study
Historical perspective-taking or learning empathy are important skills that the South African history curriculum wishes to promote in schools in its quest to heal the injustices and divisions of the past. A set of chapters in six recently published Grade 11 textbooks serves as a case study to analyse how empathy is mediated in legitimatised educational materials. The topic is that of ‘nineteenth century race theories leading to genocide’. First, …
Reflexive Grappling with Theory and Methods of Text Analysis: Race and Racism Represented in History Textbooks
Theoretical and methodological matters pertaining to school textbook analysis are an under-researched and under-documented area of specialisation. In this article I attempt to contribute to this field by reflecting on my own experience of grappling with these issues as relevant to the study of a number of South African school history textbooks. The topic of investigation is that of race and racism. I use this as a vehicle for operationalising the…
Is it possible to understand the Holocaust? Insights from some German school contexts
Against the background of the uniqueness position regarding antisemitism, this study seeks to find out whether there are thought patterns, as expressions of cultural memory, in members of school communities in Germany, that obscure the possibility to understand the Holocaust. Using an ethnographic data gathering and a historiographical data analysis method, narratives were constructed from recorded opinions, interviews and conversations with teac…
Learning empathy through school history textbooks? A case study
Historical perspective-taking or learning empathy are important skills that the South African history curriculum wishes to promote in schools in its quest to heal the injustices and divisions of the past. A set of chapters in six recently published Grade 11 textbooks serves as a case study to analyse how empathy is mediated in legitimatised educational materials. The topic is that of ‘nineteenth century race theories leading to genocide’. First, …
Reflexive Grappling with Theory and Methods of Text Analysis: Race and Racism Represented in History Textbooks
Theoretical and methodological matters pertaining to school textbook analysis are an under-researched and under-documented area of specialisation. In this article I attempt to contribute to this field by reflecting on my own experience of grappling with these issues as relevant to the study of a number of South African school history textbooks. The topic of investigation is that of race and racism. I use this as a vehicle for operationalising the…
Learning empathy through school history textbooks? A case study
Historical perspective-taking or learning empathy are important skills that the South African history curriculum wishes to promote in schools in its quest to heal the injustices and divisions of the past. A set of chapters in six recently published Grade 11 textbooks serves as a case study to analyse how empathy is mediated in legitimatised educational materials. The topic is that of ‘nineteenth century race theories leading to genocide’. First, …
Exploring the Educational Potential of a Video-Interview with a Shoah Survivor
This article aims to establish what the education potential is of video-interviews with Shoah survivors that have been made available as historical sources for learners in secondary schools. It does so by looking at some of the learner tasks pertaining to one selected video-interview and by using empirical data consisting of masters students’ responses to the same interview. After contextualising the research within the intersecting field of vide…
Is it possible to understand the Holocaust? Insights from some German school contexts
Against the background of the uniqueness position regarding antisemitism, this study seeks to find out whether there are thought patterns, as expressions of cultural memory, in members of school communities in Germany, that obscure the possibility to understand the Holocaust. Using an ethnographic data gathering and a historiographical data analysis method, narratives were constructed from recorded opinions, interviews and conversations with teac…
Guilt(y) Today? What Some German Youths Say After Virtual Encounters with Shoah Survivors
Against the theoretical background that sketches Biblical, legal, historical, psychological and biographical perspectives on guilt, this article examines the mental models that some German youths have in relation to the experiences told by Shoah survivors. Ethnographic descriptions and discourse analytical interpretations of these models are based on six participants' responses to video-graphed interviews with Shoah survivors. These responses wer…
Political science (5 works) · Sociology (5 works) · Psychology (4 works) · Anthropology (3 works) · Educator Training and Historical Pedagogy (3 works) · Epistemology (3 works) · Law (3 works) · The Holocaust (3 works) · Aesthetics (2 works) · Art (2 works)