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educated. The report was

educated. The report was an eye-opener as this history was not forgotten but hidden.” HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE 50 The report also reveals the many crimes against the human rights of Roma that took place in Sweden throughout the 20 th century. The systematic registering of Roma continued until the very recent past, with lifelong consequences. Kurt Magnusson is among those quoted 23 : “A journalist showed me a document from the ‘tattare inventory’ from the 1940s. I was only a few months old when the inventory was drawn up. I’m in it, along with my whole family. The inventory was in preparation for Nazi Germany. That’s what I believe. If Sweden had been occupied and the Germans had come here, I wouldn’t have been alive today ... society never regarded me as an individual, rather I was part of a group that should be eradicated. My life has been marked by the fact that my ethnicity has been included in all documents. If this hadn’t been recorded, I would have had a different life. This documentation about me and my family is punishment for a crime I’m innocent of.” In 2013, it was revealed that a register of more than 4,000 Roma in Swedish police files was still being used. In his article It is in their DNA: Swedish Police, Structural Antiziganism and the Registration of Romani, Matthew Kott analyses the persistence of institutionally racist cultural practices within the Swedish police force. Referring to the relationship between “structural anti-Gypsyism” and the otherwise successful and liberal welfare state in Sweden. Kott says: “The problem in Sweden and elsewhere in Europe in 2013 is not that Roma have any genetic predisposition towards criminality, as antiziganist constructs would have us believe. On the contrary, given the prominent role of the idea of ‘Gypsy criminality’ in the development of modern policing, one could say that antiziganism is programmed into the very DNA of police forces of nation states.” 24 23 Ministry of Culture in Sweden (2014), The Dark Unknown History. White Paper on Abuses and Rights Violations Against Roma in the 20th Century, p.27. 24 Matthew Kott (2014), It is in their DNA: Swedish Police, Structural Antiziganism and the Registration of Romanis. 45-77. In Temofey Agarin (ed.), 2014 When Stereotype meets prejudice. Antiziganism in European Societies, p.68.

After The Dark Unknown History was published, the Swedish government set up a committee consisting of five Roma and four non-Roma members to promote understanding of the report’s content, particularly in education. Special training for professionals, teachers and police, is in preparation. Croatian Educators During a workshop in Zagreb, Croatia, in 2013, teachers were asked to consider how to include teaching about the genocide of the Roma in their lessons on the Holocaust. The group was motivated, but participants had little if any prior knowledge of the topic. On the first day of the two-day seminar they were given a lecture by the local historian Daniel Vojak on the history of the Roma in the Balkans and on the second day they were set to work with the selected pages from, translated into Croatian. As a first step they made a “word web” of their associations with the word Roma. This raised some interesting issues, including prejudices they encountered in class. Some teachers had Roma students and most were positive about the need to address the prejudice. Working in groups of four or five, the teachers then used photographs, documents and information from the website to prepare a model lesson on the genocide of the Roma. One group made a lesson plan using the story of an individual, discussing and analysing pictures, and developing empathy and critical thinking. The topic was to be introduced using a family photo of Max Bamberger, who was murdered at the Hrastina massacre in Croatia in 1945. Alongside engagement with Bamberger’s life story, issues would be introduced such as the change of status of Roma, the role of Interpol, racial laws and eugenics, the economic crisis and the concentration camp Jasenovac. The students would present the photos to each other and close with a class discussion about the post-war “oblivion”, taking the Hrastina massacre as example. 51 HOLOCAUST EDUCATION IN PEDAGOGY, HISTORY, AND PRACTICE A second group also took the story of Max Bamberger but discussed how to raise awareness about prejudices, including their own. There was not much focus on history. These teachers proposed starting with a discussion about prejudice in jokes, followed by a brainstorming session with selected photos. The aim was to expose contradictory ideas. Focusing on the first use of passports, to register Roma, the students would then be asked to reflect on what passports are for and why were they created. Next racial laws and the Holocaust would be introduced, followed by a task: students would be asked to put

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