This article analyzes defense as a central structural feature of antisemitismcritical education. Against the backdrop of a fragmented examination of the Nazi past, it examines how gaps in remembrance culture, denial of guilt, and a refusal to empathize shape civic educational processes. Based on qualitative interviews with civic educational advisors and coordinators, various forms of defense are reconstructed and contextualized theoretically. Antisemitismcritical education proves to be particularly effective when defense is not bypassed but instead addressed through reflective engagement.
Author(s): Hellen Bircok,
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