This project explored conceptualisations and visualisations of the Holocaust and of genocide in state curricula, in textbooks, and in pupils’ writings in Europe while paying special attention to the ways in which the Holocaust and other genocides (within and beyond Europe) are semantically associated in education. It examined the national and regional legacies of the Holocaust and other genocides in contemporary education, compared the ways in which different disciplines treat these topics, and assessed the degree to which understandings of them conveyed in curricula, textbooks and pupils’ writings converge or diverge.
As the field of genocide studies appeared to be complementing, if not displacing, Holocaust studies, and as international organisations increasingly appealed for greater knowledge of historic mass atrocities and of genocidal processes in general, this report examined existing educational materials in use in countries in and on the periphery of Europe.
This project was carried out by the Georg Eckert Institute for International Textbook Research in collaboration with UNESCO.
• 2016 – 2018
• European Union, National Fund of the Republic of Austria for Victims of National Socialism, Future Fund of the Republic of Austria, Georg Eckert Institute – Leibniz Institute for International Textbook Research
• Further details: (Faltblatt)
• This project built upon The International Status of Education about the Holocaust. A Global Mapping of Textbooks and Curricula (http://unesdoc.unesco.org/images/0022/002287/228776e.pdf)