Teaching and Learning about the history of genocide
UNESCO‘s new policy guide on Education about the Holocaust and preventing genocide provides effective responses and a wealth of recommendations for education stakeholders.
What is education about the Holocaust?
Education about the Holocaust is primarily the historical study of the systematic, bureaucratic, state-sponsored persecution and murder of six million Jews by Nazi Germany and its collaborators.
It also provides a starting point to examine warning signs that can indicate the potential for mass atrocity. This study raises questions about human behaviour and our capacity to succumb to scapegoating or simple answers to complex problems in the face of vexing societal challenges. The Holocaust illustrates the dangers of prejudice, discrimination, antisemitism and dehumanization. It also reveals the full range of human responses - raising important considerations about societal and individual motivations and pressures that lead people to act as they do - or to not act at all.
Why teach about the Holocaust?
Education stakeholders can build on a series of rationales when engaging with this subject, in ways that can relate to a variety of contexts and histories throughout the world. The guide lists some of the main reasons why it is universally relevant to engage with such education.
Teaching and learning about the Holocaust:
- Demonstrates the fragility of all societies and of the institutions that are supposed to protect the security and rights of all. It shows how these institutions can be turned against a segment of society. This emphasizes the need for all, especially those in leadership positions, to reinforce humanistic values that protect and preserve free and just societies.
- Highlights aspects of human behaviour that affect all societies, such as the susceptibility to scapegoating and the desire for simple answers to complex problems; the potential for extreme violence and the abuse of power; and the roles that fear, peer pressure, indifference, greed and resentment can play in social and political relations.
- Demonstrates the dangers of prejudice, discrimination and dehumanization, be it the antisemitism that fuelled the Holocaust or other forms of racism and intolerance.
- Deepens reflection about contemporary issues that affect societies around the world, such as the power of extremist ideologies, propaganda, the abuse of official power, and group-targeted hate and violence.
- Teaches about human possibilities in extreme and desperate situations, by considering the actions of perpetrators and victims as well as other people who, due to various motivations, may tolerate, ignore or act against hatred and violence. This can develop an awareness not only of how hate and violence take hold but also of the power of resistance, resilience and solidarity in local, national, and global contexts.
- Draws attention to the international institutions and norms developed in reaction to the Second World War and the Holocaust. This includes the United Nations and its international agreements for promoting and encouraging respect for human rights; promoting individual rights and equal treatment under the law; protecting civilians in any form of armed conflict; and protecting individuals who have fled countries because of a fear of persecution. This can help build a culture of respect for these institutions and norms, as well as national constitutional norms that are drawn from them.
- Highlights the efforts of the international community to respond to modern genocide. The Military Tribunal at Nuremberg was the first tribunal to prosecute “crimes against humanity”, and it laid the foundations of modern international criminal justice. The Convention on the Prevention and Punishment of the Crime of Genocide, under which countries agree to prevent and punish the crime of genocide, is another example of direct response to crimes perpetrated by Nazi Germany. Educating about the Holocaust can lead to a reflection on the recurrence of such crimes and the role of the international community.
What are the teaching and learning goals?
Understanding how and why the Holocaust occurred can inform broader understandings of mass violence globally, as well as highlight the value of promoting human rights, ethics, and civic engagement that bolsters human solidarity. Studying this history can prompt discussion of the societal contexts that enable exclusionary policies to divide communities and promote environments that make genocide possible. It is a powerful tool to engage learners on discussions pertaining to the emergence and the promotion of human rights; on the nature and dynamics of atrocity crimes and how they can be prevented; as well as on how to deal with traumatic pasts through education.
Such education creates multiple opportunities for learners to reflect on their role as global citizens. The guide explores for example how education about the Holocaust can advance the learning objectives sought by Global Citizenship Education (GCED), a pillar of the Education 2030 Agenda. It proposes topics and activities that can help develop students to be informed and critically literate; socially connected, respectful of diversity; and ethically responsible and engaged.
What are the main areas of implementation?
Every country has a distinct context and different capacities. The guide covers all the areas policy-makers should take into consideration when engaging with education about the Holocaust and, possibly, education about genocide and mass atrocities. It also provides precise guidelines for each of these areas. This comprises for example curricula and textbooks, including how the Holocaust can be integrated across different subjects, for what ages, and how to make sure textbooks and curricula are historically accurate. The guide also covers teacher training, classroom practices and appropriate pedagogies, higher learning institutions. It also provides important recommendations on how to improve interactions with the non-formal sector of education, through adult education, partnerships with museums and memorials, study-trips, and the implementation of international remembrance days.
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