USTASHA VIOLENCE AGAINST SERBS AND JEWS IN THE SUMMER OF 1941: INSIGHTS FROM VICHY DIPLOMATIC DOCUMENTS

Numerous academics addressed the violence against the Serbs and Jews within the Independent State of Croatia. In addition to identifying research gaps in this regard, this paper analyses the letters of Georges Gueyraud, a Vichy diplomat in Zagreb, along with several other documents sourced from the French Diplomatic Archive. Primarily focused on the violence against the Serbs, this paper delves into the period when the violence reached its peak, namely the summer of 1941. It contains Gueyraud’s analysis of the atmosphere of violence in Zagreb that he had witnessed, as well as testimonies of violence from various parts of Croatia that he had acquired. Furthermore, this paper examines the reactions of the Croatian authorities and the press in response to these atrocities. In addition to analysing the content of Gueyraud’s letters, this article evaluates his handling of the information he received, examining the presence of a critical approach. Furthermore, it assesses the accuracy of his information by cross–referencing it with sources and literature

20. maj, svetovni dan čebel

Za jutrišnjo hrano v svetu Čebele in drugi opraševalci so zelo pomembni za obstoj človeštva, saj bistveno prispevajo k varnosti preskrbe s hrano v svetu. Tretjina svetovne proizvodnje hrane oziroma vsaka tretja žlica hrane je odvisna od opraševanja, pri katerem imajo čebele najpomembnejšo vlogo. Visoko hranilni proizvodi, kot so med, matični mleček in cvetni prah, prav tako povečujejo hranilno vrednost živil. Živila, ki so odvisna od opraševalcev, prispevajo k zdravi prehrani, saj so bogat vir nujno potrebnih hranil

On open questions in Holocaust education

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-today knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical.</jats:p

On Open Questions in Holocaust Education

Even though recent decades have borne witness to an increased educational interest in teaching the Holocaust, academic stances on why the topic should be taught still vary significantly. The aim of this paper is to present teaching interventions that would help educators to navigate through one of the most important open questions in Holocaust education: the question of aims. Three Holocaust-related teaching interventions, which themselves use open questions as the basis for teaching and learning, are presented and analysed. The open questions, as the background, allow the educators to simultaneously shift between various teaching aims. The interventions addressing the question of heroes, victims and bystanders, causal analysis of the Holocaust, and the responsibility of the Allies for the escalation of the Holocaust, are arranged in such a way so as to lead students from their day-to-day knowledge, through historical concepts, finally ending up addressing more abstract concepts. The analysis draws on literature related to both Holocaust education and the teaching of controversial issues, and covers a range of topics; from practical to more philosophical

A CASE STUDY COMPARING GOOD PRACTICE IN THE USE OF PEDAGOGICAL RESOURCES IN HOLOCAUST EDUCATION IN ENGLAND AND REPUBLIKA SRPSKA

The aim of this study is to analyze good practice in teaching about the Holocaust, comparing the use of pedagogical resources in Republika Srpska (Bosnia and Herzegovina) and England (United Kingdom). The paper compares the use of three types of pedagogical resources used in history classes: fictional films, documentaries, and photographs of Holocaust atrocities. Comparison is drawn between a developing and post-conflict society (Republika Srpska) and the well-established and reputable English educational system. By cross-referencing teachers’ and students’ answers, the paper attempts to identify good practice of notable value to be shared and exchanged. The research method firstly incorporated questionnaires, followed by interviews and then lesson observation. Data revealed that teachers in both education systems do not appear to consider all the educational benefits of film screening. The way teachers from England use pictures of Holocaust atrocities and organization of school trips seem to be applicable to the context of Republika Srpska, as well as being useful for classroom practitioners beyond these two education systems.</jats:p