ABSTRACT

In terms of Holocaust education, commemoration, and remembrance all appears well in merry old England. Evidence, it seems, abounds. For example, the Holocaust has been a staple in English secondary schools since the introduction of the nation’s first mandated national curriculum in 1991. Significantly, despite five separate revisions to the content of the history curriculum in the past quarter of a century – under the auspices of fifteen Secretaries of State and six Prime Ministers – the Holocaust has consistently featured as a vital component in the canon of official knowledge young people are expected to acquire. Today, the Holocaust enjoys the privileged position of being the only compulsory subject of study in the twentieth century for students aged 11–14. Thus, teaching and learning about the Holocaust has a relatively long and established history in England. Furthermore, supported by a number of key organisations, prominent museums, and active educational centres, for several decades many teachers have benefited from professional development support, study visits, and the provision of educational resources.