There’s No ‘J’ in (the) Holocaust: Perceptions and Practice of Holocaust Education
The distinctive treatment of the Jews by the Nazis is a fundamental feature of the Holocaust, and adopting an understanding of the Holocaust which does not specify this marginalises the Jewish experience in the Holocaust. Referred to as ‘de-Judaisation’ of the Holocaust, this marginalisation is important to teachers’ pedagogy and classroom practice. This paper investigates whether such marginalisation exists in the primary teaching context. Findings provide insight into why some student teachers reject the understanding that reflects the specific targeting of the Jews in the Holocaust and prefer a more general one. Additional findings from primary teachers that The Boy in the Striped Pyjamas is commonly used as a resource to teach the Holocaust suggests the existence of different levels of de-Judaisation in today’s classrooms.