Die pädagogische Vermittlung der Nazi-Vergangenheit. Vergleichende Studie in vier Hamburger und Leipziger Schulen ; The pedagogical transmission of the nazi past in Germany. Comparative study of four schools in Hamburg and Leipzig ; La transmission scolaire du passé nazi en Allemagne. Etude comparative de quatre écoles à Hambourg et Leipzig

The pedagogical transmission of the nazi past in Germany is analysed in four schools in Hamburg and Leipzig. Formes of reappropriation and uses of the past by two generations of teachers – the “1968 generation” and the “GDR generation – and by their students are analysed in their interaction. The thesis is based on 137 interviews and more than two years of classroom observation of history lessons, as well as on the material used by the professors and the writings produced by the students. Significations and functions of the nazi past vary according to spaces, moments and men (classrooms, schoolyard, peer groups, home) according to the value and signification that interviewees attach to the past, and according to personal interrelations (between teachers and students, between students, between friends, between grand-parents and grand-children, between parents and children, between sisters and brothers etc.) But social frameworks also influence and/or direct uses of the past: the socialisation of teachers and students, generational belonging, gender and group dynamics, social class, political engagement, east-west oppositions. This research analyses situations and dispositions in order to try and understand multiple uses of the past. The research within schools and that within families allows to think the twofold influence of these social institutions on the adolescents. ; La transmission scolaire du passé nazi en Allemagne est étudiée dans quatre écoles à Hambourg et Leipzig. Il s’agit de préciser les réappropriations et usages de ce passé par deux générations de professeurs – la « génération 68 » et la « génération RDA » - et par leurs élèves sans négliger les interactions à l’œuvre. La thèse analyse 137 entretiens et plus de deux ans d’observation dans les cours d’histoire ainsi que des matériaux utilisés en classe par les professeurs et produits par les élèves. Les significations et les fonctions du passé nazi diffèrent selon les espaces, les moments et leurs hommes (la classe, la cour de récréation, les ...