Stuart Foster

Andy Pearce

Eleni Karayianni

Helen McCord

In 2016 the UCL Centre for Holocaust Education published a landmark study, What do students know and understand about the Holocaust? Almost 10,000 students aged 11 to 18 participated in the research. It was the largest of its kind anywhere in the world. The study indicated that the vast majority of young people found the subject interesting and relevant. However, it also revealed that many students did not have clear knowledge and understanding of the Holocaust. Written in direct response to the findings of the 2016 national study, this textbook significantly improves understanding of the Holocaust by: This textbook is supported by additional materials and teacher guidance notes on the UCL Centre for Holocaust Education website (holocausteducation.org.uk). The original design, development and distribution of this textbook was funded by the Toni Schiff Memorial Fund and the Pears Foundation. The Centre is enormously grateful for their support. The Wiener Holocaust Library also provided considerable assistance in developing the textbook. Please note: This is a Welsh-language edition

Deall yr Holocost yn ystod CA3: Sut digwyddodd a pham? (Understanding the Holocaust at KS3: How and why did it happen? Welsh-language edition)

Remembering the Holocaust in Educational Settings brings together a group of international experts to investigate the relationship between Holocaust remembrance and different types of educational activity through consideration of how education has become charged with preserving and perpetuating Holocaust memory and an examination of the challenges and opportunities this presents. The book is divided into two key parts. The first part considers the issues of and approaches to the remembrance of the Holocaust within an educational setting, with essays covering topics such as historical culture, genocide education, familial narratives, the survivor generation, and memory spaces in the United States, United Kingdom, and Germany. In the second part, contributors explore a wide range of case studies within which education and Holocaust remembrance interact, including young people’s understanding of the Holocaust in Germany, Polish identity narratives, Shoah remembrance and education in Israel, the Holocaust and Genocide Centre of Education and Memory in South Africa, and teaching at Deakin University, Melbourne, Australia. An international and interdisciplinary exploration of how and why the Holocaust is remembered through educational activity, Remembering the Holocaust in Educational Settings is the ideal book for all students, scholars, and researchers of the history and memory of the Holocaust as well as those studying and working within Holocaust education.

Remembering the Holocaust in Educational Settings

In 2016 the UCL Centre for Holocaust Education published a landmark study, What do students know and understand about the Holocaust? Almost 10,000 students aged 11 to 18 participated in the research. It was the largest of its kind anywhere in the world. The study indicated that the vast majority of young people found the subject interesting and relevant. However, it also revealed that many students did not have clear knowledge and understanding of the Holocaust. Written in direct response to the findings of the 2016 national study, this textbook significantly improves understanding of the Holocaust by: This textbook is supported by additional materials and teacher guidance notes on the UCL Centre for Holocaust Education website (holocausteducation.org.uk). The original design, development and distribution of this textbook was funded by the Toni Schiff Memorial Fund and the Pears Foundation. The Centre is enormously grateful for their support. The Wiener Holocaust Library also provided considerable assistance in developing the textbook.

Understanding the Holocaust at KS3: How and why did it happen?

Tom Lawson

This handbook is the most comprehensive and up-to-date single volume on the history and memory of the Holocaust in Britain. It traces the complex relationship between Britain and the destruction of Europe’s Jews, from societal and political responses to persecution in the 1930s, through formal reactions to war and genocide, to works of representation and remembrance in post-war Britain. Through this process the handbook not only updates existing historiography of Britain and the Holocaust; it also adds new dimensions to our understanding by exploring the constant interface and interplay of history and memory. The chapters bring together internationally renowned academics and talented younger scholars. Collectively, they examine a raft of themes and issues concerning the actions of contemporaries to the Holocaust, and the responses of those who came ‘after’. At a time when the Holocaust-related activity in Britain proceeds apace, the contributors to this handbook highlight the importance of rooting what we know and understand about Britain and the Holocaust in historical actuality. This, the volume suggests, is the only way to respond meaningfully to the challenges posed by the Holocaust and ensure that the memory of it has purpose.

The Palgrave Handbook of Britain and the Holocaust

Alice Pettigrew

Teaching and learning about the Holocaust is central to school curriculums in many parts of the world. As a field for discourse and a body of practice, it is rich, multidimensional and innovative. But the history of the Holocaust is complex and challenging, and can render teaching it a complex and daunting area of work. Drawing on landmark research into teaching practices and students’ knowledge in English secondary schools, Holocaust Education: Contemporary challenges and controversies provides important knowledge about and insights into classroom teaching and learning. It sheds light on key challenges in Holocaust education, including the impact of misconceptions and misinformation, the dilemmas of using atrocity images in the classroom, and teaching in ethnically diverse environments. Overviews of the most significant debates in Holocaust education provide wider context for the classroom evidence, and contribute to a book that will act as a guide through some of the most vexed areas of Holocaust pedagogy for teachers, teacher educators, researchers and policymakers.

Andy Pearce

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