[from the Guardian]
Many people argue that it is crucially important for young people to learn about the Holocaust to prevent racism and prejudice in the present day. But in a focus group interview exploring secondary school students’ attitudes to the Holocaust, Ella, a year 12 student from Peterborough turned that idea on its head.
“I didn’t stop being racist because of learning about the Holocaust … I’ve always not been racist,” she said.
Ella is one of more than 9,500 students consulted by University College London (UCL) researchers as part of a three year-long national study looking at secondary school students’ knowledge and understanding of the Holocaust. This study (launched by the UCL Centre for Holocaust Education) drew primarily on survey responses from almost 8,000 young people and interviews of nearly 250 students. It aimed to find out what young people should know about the Holocaust and why.
The Holocaust has been part of the national curriculum since the early 1990s, but many teachers are uncertain about what the educational aims of teaching this subject should be and what content to include or to prioritise, especially when faced with limited time and a packed curriculum. The centre’s earlier study, Teaching About the Holocaust in English Secondary Schools, found that in a variety of subjects teachers’ intentions were most likely to enable students to understand the ramifications of racism, transform society and learn the lesson of the Holocaust to ensure it never happens again. However, as the study went to argue, such universal, trans-disciplinary aims are difficult both to assess and to translate into pedagogical practice.
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