Hilary Potter

In February 1943 intermarried Germans gathered in Berlin’s Rosenstrasse to protest the feared deportation of their Jewish spouses. This book examines the competing representations of the Rosenstrasse protest in contemporary Germany, demonstrating how cultural memories of this event are intertwined with each other and with concepts of identity. It analyses these shifting patterns of memory and what they reveal about the dynamics of the past–present relationship from the earliest post-unification period up to the present day. Interdisciplinary in its approach, the book provides insights into the historical debate surrounding the protest, accounts in popular history and biography, an analysis of von Trotta’s 2003 film Rosenstraße, and an exploration of the multiple memorials to this historical event. The study reveals that the protest’s remembrance is fraught with competing desires: to have a less encumbered engagement with this past and to retain a critical memory of the events that allows for a recognition of both heroism and accountability. It concludes that we are on the cusp of witnessing a new shift in remembering that reflects contemporary socio-political tensions with the resurgence of the far right, noting how this is already becoming visible in existing representations of the Rosenstrasse protest.

'This book is encouraging, easy to read and full of inspirational ideas about how to introduce different topics for discussion. Methods to encourage and develop group dynamics are clearly outlined. For any secondary school considering introducing circle time, this book makes a good case in its favour' - Youth in Mind Includes CD-Rom The circle time teaching strategy is used extensively and successfully in primary schools, but secondary settings often find it difficult to implement. In this book, the authors advise on how a circle time programme can be developed in secondary schools, involving both staff and students. Drawing on their experience of using circle time to deliver the PSHE and Citizenship curricula, they present a framework that that can be followed or adapted by other secondary schools. The development includes: - consultation with students - choosing the topics for the programme of study - lesson plans written in the circle format - recommendation for links within the wider school community and other agencies. A CD-rom is included, providing lesson plans, circle time games, and advice on inclusion, group work and strategies and approaches suitable for the secondary setting. The book also shows how the programme can be evaluated, taking into account the perspectives of the trainer, the staff and the students. Any secondary school practitioner looking to implement a circle time programme in their school will find this a useful and practical resource. Marilyn Tew is a freelance consultant, trainer and facilitator, specialising in the relevance of group work, emotional literacy and Circle Time to PSHE. Hilary Potter is currently researching in the field of emotional literacy and has extensive experience of teaching and training across a range of educational settings. Mary Read has taught for over 25 years as well as writing and working as a trainer nationally.