What do students know and understand about the Holocaust?

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Considerations and recommendations
has shown, young people learn about the Holocaust
in every year of secondary education (that is, from
ages 11 to 18). The research also reveals that many
students (approximately 30 per cent) learn about the
subject in primary school (typically before age 11). To
add to this complexity, the study also illustrates how
students learn about the Holocaust both inside and
beyond school, and across a range of curriculum
areas within school. It is therefore imperative that
more is known about some of these vital areas
of learning. Fundamental questions that demand
attention include:
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What do students learn about the Holocaust in
primary school? In what contexts? To what extent
is this considered age-appropriate?
■■
How does this learning relate to teaching and
learning about the Holocaust in secondary
school? How coherent, connected and
developmental is this learning?
■■
How do students encounter and learn about the
Holocaust throughout secondary education?
To what extent is their learning based on
considerations of progression in students’
cognitive and affective understanding?
■■
What does progression in student learning about
the Holocaust look like? How do teachers and
schools assess students’ learning about the
Holocaust? How appropriate and co-ordinated
is this learning?
As suggested by the research possibilities
outlined above, the potential for a series of detailed
qualitative studies is enormous. Well-crafted studies
might provide rich insights into how individual
teachers approach teaching and learning about the
Holocaust or examine how film, TV and the Internet
shape students’ understanding of the Holocaust.
Inter national comparative studies of Holocaust
education in different national contexts would add a
much-needed critical dimension to the field. Other
focused qualitative research might also centre on
attitudinal and behavioural changes derived as a
result of studying the Holocaust. Indeed, within
the broader framework of this research study, an
enormous amount of data remains to be reported
which focuses on students’ attitudes to learning
about the Holocaust.
Beyond focused qualitative research studies, it
is imperative that more research and evaluation
is conducted which examines the impact of an
educational intervention or programme on teaching
and learning. Currently, a range of educational
programmes or interventions are offered to teachers
but very few are underpinned by robust empirical
research, including some quasi-experimental studies
which examine the impact of the programme on
students’ learning and or attitudes.
Research to be conducted by the UCL Centre for
Holocaust Education (beginning in 2015) will address
this gap in existing practice and explore issues of
‘impact’ by looking at how different pedagogical
approaches affect students’ learning. More studies
of this kind will undoubtedly provide the field of
Holocaust education with rich and meaningful data
from which informed decisions could be made about
effective practice.
In overview, this study suggests that much more
needs to be known about Holocaust teaching and
learning across the country. Additionally, a need
exists for educators, organisations and policymakers
to critically reflect on the findings of key research
studies and impact evaluations, and to adjust or
develop appropriate educational programmes and/or
interventions accordingly.
For a quarter of a century a large-scale, researchinformed
approach to Holocaust education has
been absent. As a result of the pioneering national
research studies conducted by UCL Centre for
Holocaust Education, it is now clear that there is
a need to ensure that future developments in the
field are underpinned by the principles and findings
of robust research and evaluation. If this practice
becomes more widespread the potential to improve
teaching and learning about the Holocaust in
schools across the country will be both significant
and profound.
Key recommendations: V. Future
research and evaluation
1. A need exists for more qualitative research
focused on understanding in detail how students
encounter and make sense of the Holocaust both
in and out of school, across all age ranges and in
different subject areas.
2. If Holocaust education is to improve it is
imperative that more evaluation studies are
conducted which examine the impact of
educational interventions or programmes on
teaching and learning.
3. The UCL Centre for Holocaust Education is
uniquely placed to develop focused qualitative
studies, larger-scale research studies and impact
evaluations. The results of these studies should
be shared with educators and organisations
nationally and internationally in order to improve
how young people learn about the Holocaust.
If this important work is to advance it is essential
that continued funding for research and evaluation
is provided.