A Very Neutral Voice: Teaching about the Holocaust

• Main Author: Jane Clements
• Format: Article
• Language: English
• Published: University College London 2006-05-01
• Series: Educate~
• Online Access: http://www.educatejournal.org/index.php?journal=educate&page=article&op=view&path%5B%5D=60

Contextualisation
 The Holocaust is a significant event in the history of twentieth century Europe and, as such,
 is an important topic for pupils to encounter in classroom lessons. Aside from the acquisition
 of skills helpful for historical enquiry and evaluation, some teachers and educationalists, as
 well as those outside the educational world, make claims for the topic in terms of its
 promoting anti-racism or Citizenship. However, this paper suggests that a particular learning
 experience is to be found in the dynamics of the relationship between teacher and pupil.
 
 
 Abstract: This paper is concerned to address the question of ‘What are The Lessons To
 Be Learnt in the study of the Holocaust?’ Very little research has been done in this field,
 although both the literature and classroom teachers tend to cite rationales from
 countering racism to promoting engagement with Citizenship issues. Research in related
 areas, together with the experience of the teachers themselves, indicates that such grand
 outcomes are unlikely. This paper suggests that the main outcome of Holocaust
 Education is the enabling of a re-examination of pupil discourses about humanity and
 society. The relationship between teacher and pupil in the course of these lessons,
 issues of shared language and a lowering of the barrier of emotional restraint all
 contribute to produce this outcome. This paper further suggests that, while the facts of
 the events themselves are important in terms of historical understanding, the main value
 of the lessons comes not from these but from an experience of empowerment as both
 teachers and pupils engage with the concept of ‘difficult knowledge’.