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<p>In German primary school education, discussing National Socialism with children is no longer fundamentally questioned. Likewise, in memorial site pedagogy, children are increasingly regarded as participants in practices of cultural remembrance and as actors in historical-political education processes. At the same time, they are conceptualized as particularly vulnerable addressees, for whom a&#xa0;specific didactic design of memorial site educational programs is deemed necessary.</p><p>In this article, we present key findings on processes of (re-)addressing within memorial site educational programs for children, which we conceptualize as socio-material arrangements. We reconstruct how children are positioned and position themselves in interaction with materiality and content. Drawing on our ethnographic study, which examines the specific characteristics of memorial site education for children from a&#xa0;practice-theoretical perspective, we contrast these findings with research on visits by adolescents, which tend to be described as emotional events in which the relevance of the historical sites and their materiality becomes particularly evident.</p><p>Our findings point to a&#xa0;double mode of addressing: children are simultaneously positioned as interested and active participants, and as sensitive and in need of protection. Alongside activating practices, we identify practices of de-dramatization and de-emotionalization, for instance through the omission of certain places, materials, and topics. In this way, pedagogical “spaces of protection” emerge within a&#xa0;material environment that (re-)presents the violent history of National Socialism—spaces that are maintained by all participants in a&#xa0;remarkably routine and consensual manner. This points to a&#xa0;tacitly shared understanding of what the children are being “protected” from.</p>

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Schonungsbedürftige Beteiligung: Adressierungspraktiken in der gedenkstättenpädagogischen Arbeit mit Kindern im Grundschulalter

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  • 出版模式：

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  • 发表日期：

    2026年2月27日

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  • Alexandra Flügel,
  • Irina Landrock

摘要

In German primary school education, discussing National Socialism with children is no longer fundamentally questioned. Likewise, in memorial site pedagogy, children are increasingly regarded as participants in practices of cultural remembrance and as actors in historical-political education processes. At the same time, they are conceptualized as particularly vulnerable addressees, for whom a specific didactic design of memorial site educational programs is deemed necessary.

In this article, we present key findings on processes of (re-)addressing within memorial site educational programs for children, which we conceptualize as socio-material arrangements. We reconstruct how children are positioned and position themselves in interaction with materiality and content. Drawing on our ethnographic study, which examines the specific characteristics of memorial site education for children from a practice-theoretical perspective, we contrast these findings with research on visits by adolescents, which tend to be described as emotional events in which the relevance of the historical sites and their materiality becomes particularly evident.

Our findings point to a double mode of addressing: children are simultaneously positioned as interested and active participants, and as sensitive and in need of protection. Alongside activating practices, we identify practices of de-dramatization and de-emotionalization, for instance through the omission of certain places, materials, and topics. In this way, pedagogical “spaces of protection” emerge within a material environment that (re-)presents the violent history of National Socialism—spaces that are maintained by all participants in a remarkably routine and consensual manner. This points to a tacitly shared understanding of what the children are being “protected” from.