London Branch Seminar
This paper explores the value of Hannah Arendt’s thought in the context of “Holocaust Education”. Greatly influenced by her experiences of the political totality of Nazism, Arendt’s desire to move against both the forms of “non-thinking” and against education as a political activity are understandable but not unproblematic. This paper explores some of the many questions and contradictions Arendt’s work reveals for “Holocaust Education” and draws on the work of others, such as Giorgio Agamben, to suggest that the real educational significance of Arendt’s work can be realised in the wider context of a range of plurality of meanings. ,/p>
Marie Morgan is the Programme Leader for Education Studies/ Education Studies (Early Childhood)/ Education Studies (Special and Inclusive Education) at the University of Winchester.
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