Holocaust Education, Anti‐racism and Citizenship

Abstract

Abstract In this paper we assess the potential of Holocaust education as a medium for developing ‘maximalist’ notions of citizenship among students of secondary school age. Particular attention is given to the contribution that such teaching can make to the realisation of anti‐racist goals. Because of the dearth of published work in the UK on the effects of learning about the Holocaust, we present the findings of a case study of 14 and 15 year olds’ perceptions of this aspect of curricular provision. The case study, which forms the empirical core of the paper, was undertaken in 1996. The sample, comprising both males and females from a variety of ethnic backgrounds, was drawn form six secondary schools in South East England. The discussion focuses upon: (i) the impact of Holocaust education on the students’ understanding of racism (and, in particular, their ability to recognise and deconstruct stereotypes); (ii) the students’ opinions on the value of Holocaust education in preparing young people for active citizenship in a participatory pluralist democracy. We conclude by exploring the pedagogic implications of the study.