This article reports on a study about the ways in which the Holocaust is portrayed in four school history textbooks in England. It offers detailed analysis and critical insights into the content of these textbooks, which are commonly used to support the teaching of this compulsory aspect of the history National Curriculum to pupils aged eleven to fourteen. The study draws on a recent national report based on the responses of more than 2,000 teachers and explicitly uses the education guidelines of the International Holocaust Remembrance Alliance (IHRA) as a benchmark against which to evaluate the textbook content. It identifies a number of potentially alarming findings of which two themes predominate: a common tendency for textbooks to present an “Auschwitz-centric,” “perpetrator narrative” and a widespread failure to sensitively present Jewish life and agency before, during, and after the war. Ultimately, the article calls for the improvement of textbook content, but equally recognizes the need for teachers to be knowledgeable, judicious, and critical when using textbooks in their classrooms.
Representations of the Holocaust in English History Textbooks
Stuart Foster and Adrian Burgess
Remembrance Alliance (IHRA), an inter-governmental organization with thirty-one members, including the United Kingdom, the United States and Israel. A press release was issued on 26 May 2016 by the Romanian Chairmanship in Bucharest recording this decision by
Alliance (IHRA), and the list of ‘examples’ appended to the definition, some of which relate to criticism of the policies and practices of the government of Israel. The topic has taken on current public significance because of internal debates within the
, references to Albania are lacking. Not even the publication of the International Holocaust Remembrance Alliance (IHRA), in which Albania is an observer country, mentions the current state of Albanian Holocaust education. 4 Two important exceptions are The