
Teaching about genocide is not an easy task. Very often, certain fears hold teachers from approaching this sensitive topic head-on, such as the fear of students’ reactions to the crimes they will be studying and the racism and hate that are expressed. However, teaching about genocides is extremely important to educate citizens equipped to build a better way of living together, both locally and globally. To prevent other genocides, it is not enough to “remember the names of genocides”, but we must understand this complex phenomenon. The tools you will find on this website offer a comparative, socio-historical and ethical approach to these tragedies.
“Remember the names of the genocides so that in your time you won’t have your own” [traduction]
Extract of G. Miron, L’homme rapaillé (Éditions Typo, 1996, p. 172)
After many years dedicated to research on the teaching of genocides and racism, we have developed an approach for the study of genocides. This approach is interdisciplinary, drawing from the fields of history, sociology, and ethics, and is anti-racist, aiming to emphasize the racist ideology that lies at the root of every genocide. By addressing these sensitive topics in the classroom, we want to contribute to students’ understanding of these issues and their preparation for current and future civic life.
Sivane Hirsch is a professor in the Faculty of Education at Université Laval. She is interested in how ethnocultural and religious diversity is taken into account in schools, both in teaching practices and in the school system as a whole. Her research projects question the social role played by schools in addressing sensitive themes such as genocide and racism in the Culture and Citizenship in Québec program, and by adopting pedagogical practices that encourage dialogue.
Sabrina Moisan is a professor in the Faculty of Education at the Université de Sherbrooke. Her research is rooted in critical theory and focuses on the promotion of pluralist, justice-oriented democracy. Her recent research projects focus on multiperspectivity, the indigenization of social science teaching, and the teaching of difficult and sensitive topics such as genocide and racism. Her work also focuses on the impact of collective identities on the teaching and learning of history in secondary schools.
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