228776e

4.3 Conceptualizations of the Holocaust in secondary
school curricula
The following table indicates countries whose secondary school curricula feature the
Holocaust and those which do not. In all cases where information was made available, the
precise terminology with which this event is referred to is indicated in the final column. In
cases in which no direct reference to ‘Holocaust’ or ‘Shoah’ (DR) is made, we quote the
alternative terminology used. This may include indirect references to the event (such as
‘concentration camp’ or ‘Final Solution’) or to the context in which it took place by means
of combinations of terms which clearly indicate teaching about the Holocaust (such as
‘destruction + Jews’, ‘genocide + National Socialism’), or alternative terminology (such as
‘totalitarianism’, ‘fascism’‚ or ‘Second World War’) which does not indicate the Holocaust
but only the context in which it occurred (CO). 49 The purpose of this curriculum analysis is
thus to establish whether teaching about the Holocaust is explicitly addressed in curricula,
in what terms the Holocaust is defined, and (where relevant information is available)
in which contexts it is dealt with. The study also points out semantic variations arising
from the various languages whose vocabularies do not permit the direct adoption of the
customary terms ‘Holocaust’ or ‘Shoah’.
Key to the table
DR
PR
CO
NR
direct reference
partial reference
context only
no reference
49 See Appendix I.
49