Open Access„Wo bleibt der demokratische Geschichtsunterricht?“ Der Umgang mit der NS-Vergangenheit in Schulbildung und Gesellschaft am Beispiel von Taras Borodajkewycz und Hans-Ulrich Rudel
Author(s) -
Benedikt Kapferer
Publication year - 2020
Publication title -
historia.scribere
Language(s) - English
Resource type - Journals
ISSN - 2073-8927
DOI - 10.15203/historia.scribere.12.621
Subject(s) - nazism , democratization , democracy , ideology , political science , humanities , sociology , law , art , politics
“Where are the democratic history lessons?” Dealing with the Nazi past in education and society in Austria with the examples of Taras Borodajkewycz and Hans-Ulrich RudelIn post-WWII Austria, the way the Nazi past was dealt with was far from frictionless or consensual. As opposed to the preceding ideologies of Fascism and National Socialism, a new democratic mentality had yet to be formed. In this regard, history lessons at universities and at schools are central spaces for analysing the processes of de-Nazification and democratization. Therefore, the following paper discusses two examples of highly controversial teachings that reflect the larger level of Austrian history after 1945: Taras Borodajkewycz (1960s) and Hans-Ulrich Rudel (1983).