Education On The Holocaust and On Antisemitism

FDUCA1ION ON 1HF HOLOCAU51
AND ON AN1I-5FMI1I5M
An Overview and Analysis
o Lducaional Approaches
Lducaion on he lolocaus
and on AniSemiism
An Overview and Analysis o Lducaional Approaches
Published by he OSCL Oce or Democraic lnsiuions and
luman Righs (ODllR)
Al. Ujazdowskie !9
00557 Warsaw, Poland
www.osce.org/odihr
OSCL/ODllR 2006
All righs reserved. The conens o his publicaion may be reely used and copied or
educaional and oher noncommercial purposes, provided ha any such reproducion is
accompanied by an acknowledgemen o he OSCL/ODllR as he source.
lS8N 8J60!90!86
Designed by lomework, Warsaw, Poland
Prined in Poland by Sungra
This sudy was developed by he ODllR's Programme on
Tolerance and NonDiscriminaion, wih he generous suppor o he
Governmens o Spain and he Unied Saes o America.
Acknowledgemens ............................................................................................................... 6
Preace .................................................................................................................................. 8
lnroducion ........................................................................................................................ !0
PAR1 A:
HoIocausI FducaIion in Ihe O5CF Region ................................................................. 21
l. Overview and Analysis o OSCL Sae Responses ............................................................. 2J
Lxamples o good pracices ...................................................................................... 52
Conclusions ..............................................................................................................60
Recommendaions .................................................................................................... 62
ll. Counry Summaries ........................................................................................................ 65
Albania .....................................................................................................................66
Andorra .................................................................................................................... 67
Armenia ....................................................................................................................68
Ausria ...................................................................................................................... 69
Azerbaan ................................................................................................................ 70
8elarus ..................................................................................................................... 7!
8elgium .................................................................................................................... 72
8osnia and lerzegovina ............................................................................................ 7J
8ulgaria .................................................................................................................... 74
Canada ..................................................................................................................... 75
Croaia ...................................................................................................................... 77
Cyprus ...................................................................................................................... 78
Czech Republic ......................................................................................................... 79
Denmark ...................................................................................................................80
Lsonia ..................................................................................................................... 8!
linland ..................................................................................................................... 82
lrance .......................................................................................................................8J
Georgia ....................................................................................................................84
Germany ................................................................................................................... 85
Greece ......................................................................................................................86
loly See ................................................................................................................... 87
lungary ...................................................................................................................88
lceland ...................................................................................................................... 89
lreland ......................................................................................................................90
Table o Conens
laly .......................................................................................................................... 9!
Kazakhsan ............................................................................................................... 92
Kyrgyzsan ................................................................................................................ 9J
Lavia .......................................................................................................................94
Liechensein ............................................................................................................ 95
Lihuania ..................................................................................................................96
Luxembourg ............................................................................................................. 97
Mala ........................................................................................................................98
Moldova ...................................................................................................................99
Monaco .................................................................................................................. !0!
Neherlands ............................................................................................................ !02
Norway ................................................................................................................... !0J
Poland .................................................................................................................... !04
Porugal .................................................................................................................. !05
Romania ................................................................................................................. !06
Russian lederaion .................................................................................................. !07
San Marino ............................................................................................................. !08
Serbia and Monenegro .......................................................................................... !09
Slovakia .................................................................................................................. !!0
Slovenia ...................................................................................................................!!!
Spain ...................................................................................................................... !!2
Sweden .................................................................................................................. !!J
Swizerland ............................................................................................................. !!4
Tajikisan ................................................................................................................ !!5
Turkey ..................................................................................................................... !!6
Turkmenisan .......................................................................................................... !!7
Ukraine ................................................................................................................... !!8
Unied Kingdom ..................................................................................................... !20
Unied Saes o America ........................................................................................ !2!
Uzbekisan .............................................................................................................. !2J
lormer Yugoslav Republic o Macedonia ................................................................. !24
ParI :
FducaIion on Ihe HoIocausI and on ConIemporary AnIi-5emiIism:
ChaIIenges and OpporIuniIies !or AcIion ............................................................... 125
l. Lducaion on he lolocaus and on Conemporary AniSemiism:
4 Counry Overviews .................................................................................................... !27
8ackground ............................................................................................................ !27
Germany ................................................................................................................. !29
Poland .................................................................................................................... !J4
Denmark ................................................................................................................. !J9
Spain ...................................................................................................................... !4J
ll. Lessons o be Learned: Lducaional Challenges and Opporuniies or Acion ............... !49
!. Teaching abou he lolocaus Today: Possibiliies and Challenges ........................... !49
2. Conexualizing lolocaus Lducaion: Teaching !ewish lisory
and Conemporary !ewish Lie ................................................................................ !68
J. Reecions on Llemens o Lducaion o Comba AniSemiism.............................. !7!
4. Supplemening lolocaus Lducaion in Response o New lorms
o AniSemiism ..................................................................................................... !76
5. Lducae he Lducaors ............................................................................................ !85
lll. Recommendaions ........................................................................................................ !87
Annexes
Annex !: Quesionnaire o he OSCL Paricipaing Saes in he lramework
o he Projec 'Lducaion on he lolocaus and AniSemiism
in he OSCL Area' ............................................................................................... !9!
Annex 2: Declaraion o he Sockholm lnernaional lorum on he lolocaus,
2628 !anuary 2000 ........................................................................................... !9J
Annex J: Declaraion o he 8erlin Conerence on AniSemiism, 29 April 2004 ................ !94
Annex 4: 8russels Declaraion o he OSCL Conerence on Tolerance and he
ligh Agains Racism, Xenophobia and Discriminaion, !4 Sepember 2004 ........ !96
Annex 5: Documen o he Miniserial Council, Maasrich 200J: Decision No. 4/0J
on Tolerance and Nondiscriminaion, MC.DLC/4/0J, 2 December 200J ............. !99
Annex 6: Cordoba Declaraion o he OSCL Conerence on AniSemiism
and Oher lorms o lnolerance, 89 !une 2005 ................................................. 20J
Annex 7: Online lnormaion on lolocaus Lducaion ....................................................... 207
7
This sudy was developed by he ODllR's Programme on Tolerance and NonDiscriminaion, wih
generous suppor rom he Governmens o Spain and he Unied Saes o America. Numerous insi
uions and expers paricipaed in he preparaions, heir conribuion is graeully acknowledged.
The lnroducion was prepared by Karen Polak, Chair o he Lducaional Working Group, Task
lorce or lnernaional Cooperaion on lolocaus Lducaion, Remembrance and Research, and
lead o Program Developmen o he Lducaional Deparmen a Anne lrank louse, Amser
dam. 8ased on he responses o paricipaing Saes o a quesionnaire sen o hem by he
ODllR, Dr. !uliane Wezel (Cener or Research on Anisemiism, Technical Universiy 8erlin, and
Chair o he Academic Working Group, Task lorce or lnernaional Cooperaion on lolocaus
Lducaion, Remembrance and Research) and Dr. Angelika Knigseder o he 8erlin Cener or
Research on Anisemiism, Technical Universiy 8erlin, conribued o he general analysis and
recommendaions on lolocaus educaion in Par A. The counry overviews, analysis, and rec
ommendaions in Par 8 are based on he research and analysis prepared by Ms. lanne Thoma
(Task lorce on Anisemiism and Lducaion, American !ewish Commiee 8erlin), who was as
sised by 8arbara Schauble (Task lorce on Anisemiism and Lducaion), lranziska 8ruder, lrauke
8ner, and Thorsen Wagner, who carried ou essenial background research wih he suppor
o Deidre 8erger, Managing Direcor, American !ewish Commiee (8erlin Oce).
The ollowing individuals and insiuions also provided he ODllR and expers wih inorma
ion or background research: Chrisine May Amen, Dr. llya Alman, coChairman, Russian Re
search and Lducaional lolocaus Cener, Rabbi Andrew 8aker, Direcor, lnernaional !ewish
Aairs, American !ewish Commiee, Richelle 8udd Caplan, Direcor, Asper lnernaional lolo
caus Sudies Program, lnernaional School or lolocaus Sudies, Yad Vashem, lsrael, Pascale
Charhon, Direcor, and Carine Douenias, Projec Manager, Cenre Luropeen !ui d'lnormaion
in 8elgium, Pro. Mikhail Chlenov, SecrearyGeneral, LuroAsian !ewish Congress, Cllr. Aba
M. Dunner, Lxecuive Direcor, Conerence o Luropean Rabbis, Sephen leinberg, Direcor,
Naional Oureach Lducaion, Unied Saes lolocaus Memorial Museum, !erold Goel, Di
recor o Overseas Projecs a he London !ewish Culural Cenre, Dr. lelicias lenschke, ln
siue or Advanced Sudy 8erlin, Neville Kluk, Chie Lxecuive, Luropean Council o !ewish
Communiies, Dr. Monika Kovacs, lannah Arend Associaion, 8udapes, Mark Levin, Lxecuive
Direcor, and Lesley Weiss, Direcor o Communiy Services and Culural Aairs, Naional Con
erence on Sovie !ewry, Dr. Markus Meckl, Gumundur Gunnarsson, and !akob or Krisjans
son, Universiy o Akureyri, laculy o Law and Social Science, Akureyri, lceland, Dr. 8rigie
Mihok, Cener or Research on Anisemiism, Technical Universiy 8erlin, Dr. lgor Shchupak,
Direcor, Tkuma Cenral Ukrainian lolocaus loundaion, Taiana Smolina, Assisan Lecurer,
Deparmen o Psychology and Pedagogy, lerzen Sae Pedagogical Universiy, S. Peersburg,
Acknowledgemens
8 EducaIioh oh Ihe HolocausI ahd oh AhIi-SemiIism
Dr. lranklin !. Swarz, Presiden, Volunas, 8elarus, Michael Whine, Communiy Securiy Trus,
and he Lmbassy o he Sae o lsrael in Poland.
Dr. Peer Widmann o he Cener or Research on Anisemiism, Technical Universiy 8erlin, and
Dr. David M. Crowe o Llon Universiy prepared inpu on Roma and Sini.
Seven Wagenseil provided suggesions or ediing and he nal srucure o he sudy.
9
ln he wake o a resurgence o aniSemiism in pars o he OSCL region in recen years, OSCL
paricipaing Saes have srenghened heir resolve o conron aniSemiism, as well as oher
orms o discriminaion, inolerance, racism, and xenophobia. Recognizing he role ha ani
Semiism has played hroughou hisory as a major hrea o reedom, he OSCL Miniserial
Councils a Poro (December 2002) and Maasrich (December 200J) rearmed he responsibil
iy o he paricipaing Saes o promoe olerance and nondiscriminaion in he region, and
asked he Oce or Democraic lnsiuions and luman Righs (ODllR) o promoe bes prac
ices and disseminae lessons learned in he gh agains inolerance and discriminaion. ln April
2004, wih Permanen Council Decision No. 607 on Combaing AniSemiism, he paricipaing
Saes commied hemselves o promoe educaional programmes or combaing AniSemi
ism, as well as o promoe remembrance and educaion abou he ragedy o he lolocaus.
The OSCL held several special conerences on hese issues: he paricipaing Saes urher com
mied hemselves in Vienna in !une 200J, in 8erlin in April 2004, and in Cordoba in !une
2005, o promoe educaional programmes on combaing aniSemiism, as well as o promoe
remembrance o, and educaion on, he ragedy o he lolocaus.
Decision No. 4 on Tolerance and NonDiscriminaion aken by he Maasrich Miniserial Council
in 200J signicanly expanded he mandae o he ODllR in his area. The OSCL Miniserial
Council asked he ODllR o collec and disseminae inormaion on bes pracices or prevening
and responding o aniSemiism and o assis paricipaing Saes in heir eors o preven and
respond o aniSemiism and srenghen heir aciviies in he area o lolocaus educaion.
ln 2004, responding o hese decisions, he ODllR moved quickly o launch a new programme
o aciviies on olerance and nondiscriminaion. The programme aims o comba racism, xeno
phobia, and oher orms o inolerance. l includes specically he issues o educaion abou he
lolocaus and he gh agains presenday aniSemiism, and is carried ou by a small eam o
advisers and expers a he ODllR, ogeher wih a growing nework o expers and consulans
rom around he OSCL region who provide heir knowledge and experise on relevan issues.
This sudy provides boh he background on wha is already being done in he eld o lolocaus
educaion and he idenicaion o good pracices o suppor uure eors by OSCL saes and
civil sociey. l also highlighs new challenges ha need o be addressed in educaion on boh
he lolocaus and on aniSemiism.
The rs par o he sudy is based on inormaion provided o he ODllR by naional minisries
o educaion, naional delegaions o he Task lorce or lnernaional Cooperaion on lolo
Preace
caus Lducaion, Remembrance and Research (lTl), expers, educaors, !ewish communiies,
and NGOs in response o a quesionnaire sen ou by he ODllR beween December 2004 and
April 2005. Wih a response rom 54 o he 55 OSCL saes, i is clear ha he imporance o lo
locaus remembrance and educaion is a shared value across he OSCL region. Comprehensive
recommendaions regarding lolocaus educaion conclude his rs par o he overview.
lolocaus educaion canno be deployed, eiher prevenively or as a correcive, agains all con
emporary maniesaions o aniSemiism. l is hereore imporan ha he hisory o he
lolocaus and presenday aniSemiism be reaed as disinc subjecs. The second par o
his repor consiues a rs sep in his regard: using counry overviews on our OSCL saes,
i highlighs he need o supplemen lolocaus educaion in response o new orms o ani
Semiism and provides a number o recommendaions in his regard.
l believe you will nd ha his sudy which makes no claim o be a comprehensive or deni
ive analysis o he issue in all 55 paricipaing Saes can serve as a useul saring poin or
urher discussion and work. While some saes have clearly aken he issues very seriously and
have responded o he concerns o heir ciizens, much work remains o be done by paricipa
ing Saes overall.
The ODllR, or is par, has pledged o coninue cooperaing wih each and every paricipa
ing Sae wih governmen agencies, wih civil sociey, wih religious communiies, and oher
groups o help mee OSCL commimens. As ollowup o he ndings and recommendaions
o his sudy, he ODllR has been holding exper seminars in cooperaion wih he lTl, wih
Yad Vashem, lsrael, and wih he Anne lrank louse, Amserdam, and is in he process o draw
ing up guidelines or addressing conemporary aniSemiism and commemoraing vicims o
he lolocaus.
ln conclusion, l wish o hank everyone a he ODllR who has conribued o his publicaion, in
paricular a our new Tolerance and NonDiscriminaion Programme. l also exend our graiude
o he numerous insiuions and exernal expers who have conribued so generously o his
work. linally, l encourage commens and urher conribuions rom users and readers. Unor
unaely, we coninue o need sronger eors, a he local, naional, and inernaional levels, o
gh he scourge o aniSemiism eecively. May his sudy be a concree conribuion.
Ambassador Chrisian Srohal
ODllR Direcor
11
lnroducion
On 27 !anuary 2005, he commemoraion o he liberaion o Auschwiz brough ogeher he
heads o sae o 44 counries. This and he many oher commemoraions hroughou Lurope
dedicaed o he vicims o he Naional Socialis regime on he 60h anniversary o is down
all show he imporance o lolocaus remembrance in many counries' collecive memory.
The OSCL Conerence on AniSemiism and on Oher lorms o lnolerance (!une 2005, Cordoba)
ook place agains he background o his commemoraive year. ln his conex, i also provided
an imporan momen o reec on he aims o lolocaus educaion and o review how eachers
presen he hisory o he lolocaus o heir sudens. The lolocaus orms an unprecedened
chaper in hisory ha should be augh o all sudens, so ha hey are able o undersand he
world as i is oday and are aware o he prime imporance o democraic values.
O5CF CommiImenIs Regarding FducaIion on Ihe HoIocausI and on AnIi-5emiIism
A he Miniserial Councils a Poro (December 2002) and Maasrich (December 200J), he
OSCL decided o ake acion o conron he increase in aniSemiic incidens. The OSCL even
in Vienna in !une 200J was he rs highlevel conerence by an inernaional organizaion o
be devoed specically o aniSemiism. The conerence proposed ha governmens underake
educaional programmes on human righs and nondiscriminaion and launch awarenessrais
ing campaigns. AniSemiism should be undersood as a humanrighs abuse, and i should
be seen as a hrea no only o !ews bu also o sociey as a whole. Combaing aniSemiism is
a ask or all democraic orces in sociey and canno be seen as being primarily he responsibil
iy o !ewish communiies and organizaions. The second conerence on aniSemiism was held
in 8erlin in April 2004. Wih he 8erlin Declaraion (see Annex J), recalling he decisions o he
OSCL Miniserial Councils a Poro and Maasrich, he OSCL paricipaing Saes commied
hemselves o promoe educaional programmes or combaing AniSemiism, as well as o
promoe remembrance and educaion abou he ragedy o he lolocaus. ln is Maasrich
Decision (4/0J), he OSCL Miniserial Council asked he ODllR o promoe bes pracices and
disseminae lessons learned in he gh agains inolerance and discriminaion.
The ODllR responded quickly o hese asks: i sared by supporing a publicaion on lolo
caus educaion in 2004, when he rs Lnglish ediion o he publicaion wrien by Polish ex
pers v/, 5/o0/o ve !eac/ ^co0| |/e /o/oca0s|? was launched. ln 2005, he ODllR made
a urher conribuion by supporing revised Lnglish and Polish ediions. l was published by
he !udaica loundaion Cener or !ewish Culure and he lnsiue o Luropean Sudies a he
!agiellonian Universiy in Krakow. The collecion o aricles, along wih a descripion o insiu
ions ha have educaional ools a heir disposal, was compiled or eachers, policy makers
in he eld o educaion, sudens, and a broader audience. The rs par o he book consiss
o essays by specialiss in various academic elds. The second par o he book is a pracical guide
o lnerne sies devoed o eaching abou he lolocaus or readers who wish o learn how ohers
(mainly academic insiuions and NGOs) approach he ask in dieren pars o he world, such
as Wesern Lurope, he Unied Saes, and Poland. Wih he suppor o he ODllR, he !agiello
nian Universiy developed a websie on olerance educaion (hp://olerance.research.uj.edu.pl),
which also conains links devoed exclusively o lolocaus educaion.
The presen sudy represens he ODllR's ongoing eors in he eld o lolocaus educaion.
FducaIionaI 5IraIegies
lolocaus educaion should ocus on he lolocaus he genocide o Luropean !ews bu
i should also acknowledge and sudy he hisory o he millions o oher vicims murdered
or used as slaves by he Naional Socialiss. Roma and Sini (gypsies), he physically and men
ally disabled, non!ewish Poles, Sovie prisoners o war, poliical opponens, homosexuals,
and many ohers were also murdered in grea numbers. Teachers should no ocus solely on
he vicims o he Naional Socialis regime and hose who resised i bu should also discuss
he perperaors, collaboraors, and bysanders. !ewish lie in Lurope beore he lolocaus, he
Naional Socialiss' rise o power, and he hisory o aniSemiism are imporan prewar opics
o include in lolocaus educaion. The aermah o he war should also be deal wih: he pos
war rials and he adopion o he Universal Declaraion o luman Righs and he Convenion
on he Prevenion and Punishmen o he Crime o Genocide.
The rise o aniSemiism in he region a he beginning o he 2!s cenury shows ha i is im
peraive o look a educaional sraegies ha can have a posiive inuence on combaing ani
Semiism in sociey oday. lolocaus educaion should also be reviewed in his ligh. l canno be
assumed ha learning abou a hisorical even will auomaically conribue o reducing curren
maniesaions o aniSemiism. lnsead, educaors should reec on he aims o lolocaus edu
caion and how lessons on aniSemiism can be incorporaed ino ciizenship educaion.
AniSemiism is no an isolaed phenomenon. There has been an increase in xenophobic, ani
Muslim, homophobic, and aniSemiic incidens, and some eachers have observed his paern
o inolerance among heir sudens. Tolerance and humanrighs educaion mus promoe re
spec or groups ha are argeed in socieies oday, including Roma and Sini, !ews, Muslims,
immigrans, and people discriminaed agains on he basis o sexual orienaion. Alhough all
orms o discriminaion, racism, and inolerance should be orceully opposed in any educaional
seing, i is also necessary o speak ou agains aniSemiism direcly. AniSemiism is no jus
a prejudice, i is also being used as an ideology ha aims o explain he world by blaming !ews
or is problems. Since i is ageold, aniSemiism can be deeply rooed in people's mindses
wihou heir necessarily being aware o i.
1ask Force !or InIernaIionaI CooperaIion on HoIocausI FducaIion, Remembrance and
Research
To assis he paricipaing Saes o ull heir commimens in he eld o lolocaus educaion,
he ODllR works closely wih expers and organizaions specializing in his eld, such as he Task
lorce or lnernaional Cooperaion on lolocaus Lducaion, Remembrance and Research (lTl).
13 lhIroducIioh
ln !998, !0 heads o sae agreed o work ogeher in he lTl. The lTl now has 20 member
saes,
!
and i convenes wice a year o discuss ongoing work. lTl members are commied o
supporing he new democraic saes o Lasern Lurope in developing heir work in his eld.
ln he lTl's our working groups Academic, Lducaion, lnormaion, and Memorial expers
rom NGOs, academic and educaional auhoriies, as well as represenaives rom he minisries
o educaion, oer heir suppor o counries ha have recenly sared o ake he lolocaus
ino accoun in heir naional consciousness. Lasern Luropean counries are invied o apply or
nancial suppor or projecs by sending proposals o one o he working groups. The lTl has
suppored up o 65 projecs o a varied naure. To suppor he urher proessional developmen
o lolocaus educaion, he Lducaion Working Group has developed guidelines or educaors
ha describe why he lolocaus should be augh, wha should be augh, and how his subjec
should be augh.
2
Some counries have achieved a grea deal in a shor period in he eld o lolocaus educaion.
Teacher raining is o cenral imporance o any iniiaives o improve he level o lolocaus
educaion. lor his reason, he lTl has suppored numerous seminars or eachers and will
coninue o do so.
One resul o he inernaional exchange ha he lTl has made possible is he increased aware
ness ha all counries are acing new challenges in lolocaus educaion. The programmes or
sudens should be adaped or each generaion, aking ino accoun he sudens' rames o
reerence.
The analysis o lolocaus educaion in he our counry overviews in his sudy indicaes he need
or inernaional exchange in he developmen o educaional conceps ha deal wih aniSemi
ism. ln helping o develop and implemen successul programmes, he ODllR will conribue o
he way in which he commimens made in he 8erlin Declaraion are carried ou.
This sudy is he rs resul o he cooperaion beween he ODllR and he lTl. lurher coop
eraion is planned or he uure.
InIergovernmenIaI OrganizaIions
Several inergovernmenal organizaions are acive in he eld o lolocaus educaion and com
baing aniSemiism. As saed in he OSCL 8erlin Declaraion, he ODllR cooperaes wih he
Unied Naions Commiee on he Lliminaion o Racial Discriminaion (UNCLRD), he Luropean
Commission agains Racism and lnolerance (LCRl), and he Luropean Monioring Cenre on
Racism and Xenophobia (LUMC) in hese areas. ln 2004, he ODllR produced a Coma/a-
|/.e 5|0o,. /n|e/na|/ona/ ^c|/on ^ga/ns| /ac/sm, Xeno/oc/a, ^n|/-5em/|/sm ano /n|o/e/ance /n
|/e O5Cf /eg/on, which presened an overview o acions by he LCRl, LUMC, and UNCLRD.
The sudy oulined he mandae and aciviies o he hree organizaions and idenied ways in
which he ODllR could complemen he work o hese organizaions.
!
Argenina, Ausria, he Czech Republic, Denmark, lrance, Germany, lungary, lsrael, laly, Lavia, Lihuania, Luxembourg,
he Neherlands, Norway, Poland, Romania, Sweden, Swizerland, he Unied Kingdom, and he Unied Saes.
2
lor guidelines, see: hp://askorce.ushmm.org/workinggroups/.
Lors by he UniIed NaIions o comba racism and inolerance have been muliaceed and
longsanding. One o he crucial inernaional insrumens in his eld is he lnernaional Con
venion on he Lliminaion o All lorms o Racial Discriminaion, adoped by he UN General
Assembly in December !965. The UNCLRD is responsible or he inernaional supervision o he
implemenaion o his convenion. l reviews he repors submied by he saes paries o he
convenion and provides observaions and commens o he saes concerning he implemena
ion o he convenion a he naional level.
ln opening remarks a a Deparmen o Public lnormaion seminar on aniSemiism held on
2! !une 2004, UN SecrearyGeneral Ko Annan reminded his liseners ha, 60 years aer he
lolocaus, aniSemiism was once again on he rise in new orms and maniesaions. le called
or uncompromising and acive reuaion o hose who aemp o deny he ac o he lolo
caus and is uniqueness, or hose who spread lies and vile sereoypes abou !ews and !udaism.
le concluded ha he humanrighs machinery o he Unied Naions mus coninue is bale
agains aniSemiism.
The Furopean Commission againsI Racism and InIoIerance is a body o he Council o Lu
rope (CoL) se up in Ocober !99J o monior and repor on racism, racial discriminaion, xeno
phobia, aniSemiism, and inolerance in CoL member saes. The LCRl's recen General Policy
Recommendaion No. 9 on he gh agains aniSemiism, adoped on 25 !une 2004, calls or
he inroducion o aniracism educaion in schools ha builds awareness abou aniSemiism
and promoes learning abou !ewish hisory, he lolocaus, and he developmens leading up
o i. The work o he Council o Lurope in he eld o lolocaus educaion has ocused on he
preparaion o eaching maerials and various publicaions explaining why and how o each
abou he lolocaus. One o he resuls o he CoL's projec Learning and Teaching abou he
hisory o Lurope in he 20h cenury was a publicaion eniled Teaching he lolocaus in
he 2!s cenury ha aims o help pupils o undersand Luropean hisory and o recognize he
uniqueness o he lolocaus. The Council o Lurope has already held several inservice eacher
raining seminars on eaching abou he lolocaus hroughou Lurope.
ln May 2005, he minisers o educaion o he saes paries o he Luropean Culural Conven
ion aended a seminar eniled Teaching remembrance hrough culural heriage. The even
ook place in Krakow and was held agains he background o Council o Lurope Recommen
daion !5 (200!) on eaching hisory in 2!scenury Lurope, and he decision o minisers o
educaion rom Ocober 2002 o insiue a day o remembrance o he lolocaus and or he
prevenion o crimes agains humaniy in he schools o he saes paries o he Luropean Cul
ural Convenion.
The Furopean MoniIoring CenIre on Racism and Xenophobia was se up in !997 by
a decision o he Luropean Council o provide he LU and is member saes wih objecive, reli
able, and comparable daa on racism, xenophobia, and aniSemiism in order o help hem ake
measures or ormulae courses o acion.
The LUMC has published wo major repors on aniSemiism in he LU. The repor /an/fes|a-
|/ons of ^n|/sem/|/sm /n |/e fJ 2002 200J includes inormaion rom publicopinion polls and
aiude surveys, as well as examples o good pracice on how o comba aniSemiism. ln he
15 lhIroducIioh
same period, he LUMC released a repor called |e/ce|/ons of ^n|/sem/|/sm /n |/e f0/oean
Jn/on ha provides a snapsho o he views o people rom he !ewish communiies o eigh
Luropean counries. 8oh repors aim o raise awareness o aniSemiism in Lurope.
Rising aniSemiism and lslamophobia in Lurope ollowing he !! Sepember 200! aacks
led he Luropean Commission and he LUMC o organize a series o roundables on The ligh
agains AniSemiism and lslamophobia: 8ringing Communiies Togeher. During he mee
ings, leading expers rom around Lurope looked a pracical ways o combaing discriminaion
and encouraging dialogue and cooperaion beween ehnic and religious groups.
Under he 8erlin Declaraion, he ODllR was asked wih promoing good pracices or preven
ing and responding o aniSemiism and wih providing advice o paricipaing Saes wih re
spec o heir eor o gh aniSemiism. ln order o ulll hese asks, i is imporan o know
wha eors are already under way and o learn abou he dieren approaches o educaional
programmes, abou heir advanages and also abou heir limis. Thereore, his O.e/./e. ano
^na/,s/s of ^/oac/es |o fo0ca|/on on |/e /o/oca0s| ano on ^n|/-5em/|/sm will no only show
where in he OSCL area eors should be underaken in order o sar educaional programmes
bu also wheher exising programmes should be urher developed or wha kind o conceps
migh be needed in order o reac appropriaely o he challenges we are acing in combaing
oday's various orms o aniSemiism.
HoIocausI FducaIion
Across Lurope, many governmens have included lolocaus educaion in heir school curricula.
lowever, no all educaion sysems are based on a xed curriculum. Moreover, he opinion o indi
vidual eachers, educaional auhoriies, and eachers associaions can be more imporan in deer
mining wha is augh, and how, han he ocial governmenal view on lolocaus educaion.
Aims and mehods o eaching abou he lolocaus dier widely, a variey o approaches may
be ound even wihin a single counry. There is oen sill considerable conusion on wha lo
locaus educaion is. The lolocaus should no be augh as i i were merely an even o World
War ll ha occurred only because o he conex o he war. The cenral imporance o ani
Semiism o he ideology o Naional Socialism should be apparen, as should he wider conex
o aniSemiism in Lurope.
Alongside he hisorical approach o eaching abou he lolocaus, many people also ake he
lolocaus as a saring poin or humanrighs or olerance educaion. While discussion o he
lolocaus can generae valuable debae abou prejudices, discriminaion, xenophobia, racism,
and aniSemiism in general, his approach does no necessarily lead o a beer undersanding
o he lolocaus, nor should i replace eaching on he hisory o he lolocaus as a subjec
in and o isel. l is necessary o disinguish beween lolocaus educaion and humanrighs
educaion and recognize ha hey have disinc aims.
lor he 55 OSCL paricipaing Saes, he relaion o each counry's naional hisory o he lolo
caus diers enormously, as does heir poswar hisory. These dieren experiences can oen
inuence he way in which he hisory o his period is augh. Naional and local conexs are
imporan in all hisory eaching. A he same ime, i is essenial or sudens o undersand
he lolocaus in is Luropean conex and o sudy he mechanisms ha led o he lolocaus,
independenly o he naional role a he ime.
Poswar hisory also diers grealy, as does he composiion o he dieren socieies wihin he
region. Teachers should be sensiive o he eelings and opinions o heir sudens. Many young
people will eel alienaed i hey believe ha heir own hisory has been ignored. When each
ing sudens rom culural and ehnic backgrounds ha have long hisories o prejudice and
discriminaion, acknowledging heir experiences or background may provide an eecive way o
begin examining he experience o vicims o persecuion by he Naional Socialis regime.
J
DiaIogue
ln many places, sudens come rom a wide range o ehnic backgrounds. Someimes, he
children o recen immigrans orm he majoriy o a school populaion. The universal lessons
o he lolocaus make his a subjec ha is relevan o all sudens, regardless o heir culural
or ehnic background. l is imporan o sae ha learning abou he lolocaus is a maer
o course as par o Luropean and world hisory and a eld o sudy ha hereore involves
hese sudens. 8u here is someimes a lack o undersanding or ineres on he par o some
sudens. Many eachers have ound ways o dealing wih he iniial rejecion o he subjec by
building bridges o connec wih heir sudens' backgrounds and making i obvious ha his is
a hisory ha concerns all o humaniy.
Teachers are someimes conroned wih srong opposiion rom some sudens and insucien
suppor rom educaion auhoriies in acing hese challenges. This can resul in a siuaion
where eachers avoid he subjec alogeher or limi he amoun o ime spen on i. The rame
o reerence o eachers and o heir pupils can vary grealy, creaing a gap ha makes i impos
sible o each such a sensiive subjec as he lolocaus. Teachers need o be aware o his lack
o a shared language and should nd ways o bridge he gap.
One way, or example, in which educaors have successully engaged sudens wih a Turkish or
Moroccan background in he hisory o he lolocaus has been o ocus also on he hisory o
Turkey and Morocco in World War ll. There are many relevan chapers o hisory o be sudied,
concerning, or example, he !ewish reugees rom Lurope in Morocco and Turkey, or !ewish
Muslim relaions in hese counries, prior o, during, and aer he war.
An imporan sraegy o conron aniSemiism is o iniiae and suppor dialogue. The image
o he oher (!ew, Muslim, Chrisian, secular, ec.) is bes discussed wih paricipans rom
dieren backgrounds. Dialogue should be he saring poin. ln many communiies, ineraih
dialogue groups have led o imporan iniiaives. Similarly, involving young people rom dier
en backgrounds in discussions on he meaning o commemoraion has led o he bridging o
culural gaps.
J
See, e.g., Paul Salmons, Teaching or Preaching? The lolocaus and inerculural educaion in he UK, in /n|e/c0/|0/a/
fo0ca|/on, Vol. !4, No. 2, !une 200J.
17 lhIroducIioh
ObsIacIes Io HoIocausI FducaIion
Alhough lolocaus educaion is rmly rooed in many schools, here is also opposiion o
eaching abou he lolocaus in many places. The lTl has devoed a grea deal o criical aen
ion o his resisance, which was he subjec o several o is meeings in 20042005. Lducaion
canno be separaed rom general developmens in sociey. There are several phenomena ha
inuence lolocaus educaion negaively. lolocaus aigue, he diminishing or rivializing o
he lolocaus, and secondary aniSemiism inuence eachers and sudens alike.
4
The expression lolocaus aigue was coined o describe wha, in he rs insance, may be an
undersandable response by eachers, sudens, and he general public o he exensive media
coverage o evens and issues relaed o he lolocaus in some counries in recen years. The
media canno replace he need or educaion abou his subjec. ln some cases, hough, lms,
documenaries, or alk shows can suppor lessons in schools, bu i is clear ha sudens need
sucien and wellsrucured background inormaion. l is also possible ha he real knowl
edge gained rom he media by hose who eel overexposed is limied. This is a subjec ha
needs o be invesigaed, so ha educaors undersand more ully in wha way he media play
a posiive or negaive role in inorming sudens abou he lolocaus.

l is imporan o respond o signals o lolocaus aigue rom sudens. ln heir case, i is oen
likely o be he resul o a supercial approach in eaching and no enough coordinaion be
ween eachers wihin schools. This can mean ha sudens are conroned wih he same acs
several years running or in dieren school subjecs, wihou here being any added value in
he succession o lessons. Lesson plans are needed ha ake ino accoun sudens' knowledge,
undersanding, and ineress. lolocaus educaion needs a posiive learning environmen, wih
acive learning sraegies and a sudencenred approach.
People who rivialize he meaning o he lolocaus do his or dieren reasons. This rivializa
ion, or diminishing o he signicance o he lolocaus, akes on dieren orms in dieren
places. Trivializaion leads o he undermining o lolocaus educaion and can be inerpreed
as a orm o aniSemiism.
8ecause o naional hisory, some eachers, consciously or unconsciously, may diminish he
imporance o he lolocaus by erroneously equaing i wih oher mass killings or wih con
emporary evens. ln ormer communis counries, eaching pracice is inuenced by he way
in which socieies deal wih he communis pas. l is imporan ha eachers avoid compari
sons o suering, insead, hey should analyse he speciciies o dieren poliical or hisorical
phases wih heir sudens.
Conemporary debaes on he Middle Las conic may impac on sudens' percepions in he
conex o lolocaus educaion. Ageold aniSemiic images such as he !ewish global conspiracy
o dominae he world have been reinroduced. The use o such images can have an inuence on
all pars o sociey, including eachers and sudens, as well as journaliss, governmen ocials,
4
See he lTl's Memorandum Concerning he Resisance o Teaching and Learning abou he lolocaus in Luropean Coun
ries, draed a he December 2004 meeing in Triese, laly.
and policy makers. To counerac his inuence, i is imporan o creae a greaer awareness o
wha aniSemiism is, where i comes rom, and in wha ways i plays a role in educaion.
lnadequae responses o comparisons beween he lolocaus and presenday issues are cen
ral o many o he problems in eaching abou he lolocaus. Teachers can eel insecure in
dealing wih he commens and quesions o heir sudens and colleagues. l is imporan o
develop eaching maerials and sraegies ha can suppor eachers in heir asks. A he same
ime, here is a need or opporuniies or eacher raining o ocus boh on new approaches in
lolocaus educaion and on ways o eaching o comba aniSemiism.
FducaIion on ConIemporary AnIi-5emiIism
The lolocaus is a urning poin in he hisory o mankind and or his reason should be augh
in schools. lowever, eaching abou he lolocaus is no he way ha modernday aniSemi
ism should be brough o he aenion o sudens.
Modernday aniSemiism is no necessarily based on racism, bu on oher conceps such as con
spiracy heories, he denial o he guil o he lolocaus, or he conic in he Middle Las. lorms
o aniSemiism no based on radiional racis hemes are oen no acceped as being aniSe
miic. Nonviolen orms o aniSemiism are no always recognized as being unaccepable. lor
an undersanding o wha makes aniSemiism a special phenomenon, i is imporan ha all
orms o aniSemiism be recognized. ln Germany, he erm secondary aniSemiism is used o
dene orms o aniSemiism ha sem rom he denial or rivializaion o he lolocaus.
Sudens need o learn abou aniSemiism or several reasons. To gain an undersanding o
Luropean, and indeed world, hisory, i is essenial o have an insigh ino he hisory o ani
Semiism. The same is rue or he undersanding o sociey oday. Sudens need o be able o
connec aniSemiism, racism, discriminaion agains Muslims, and oher orms o discrimina
ion in a meaningul way. l is only when sudens have a basic undersanding o wha ani
Semiism is ha hey will be able o oppose orms o aniSemiism in heir own environmen.
5IrucIure o! Ihe 5Iudy
This sudy is divided ino wo pars. ParI A consiss o an analysis o inormaion submied by 54
OSCL paricipaing Saes
5
o he ODllR wih respec o he way in which he lolocaus is augh,
and i includes recommendaions or OSCL saes and a compilaion o counry repors on lolo
caus educaion. The inormaion in Par A was provided by educaion minisries, expers, educa
ors, !ewish communiies, and NGOs in response o a quesionnaire circulaed by he ODllR.
The counry repors enable us o review wha is being done and, more imporanly, o promoe
5
lor J5 paricipaing Saes, sae auhoriies provided he ODllR wih inormaion, or !7 counries, inormaion was
provided hrough he ocial naional lTl delegaions, and or some counries, independen expers conaced sae au
horiies, !ewish communiies, research cenres, museums, universiies, schools, or nongovernmenal organizaions. lor
wo counries, inormaion was provided only by independen expers rom he counry, or anoher counry, inormaion
was provided by he Luropean Council o !ewish Communiies.
19 lhIroducIioh
he exchange o examples o good pracice and share he challenges ha educaors, policy mak
ers, and civil sociey ace. We are graeul also o hose paricipaing Saes ha repored ha
hey have no policy regarding lolocaus educaion or minimal experience in eaching abou
he lolocaus, inormaion on where decis in lolocaus educaion lie has proven invaluable
o he ormulaion o his sudy. Alhough mos saes were able o compile moresubsanial
responses on heir curren aciviies, many o hem also poined ou ha here is oen lile
inormaion available in heir respecive counries abou lolocaus educaion.
ParI o he sudy emphasizes analysis o educaion on boh he lolocaus and on conemporary
orms o aniSemiism. Counry overviews o our paricipaing saes (Germany, Poland, Den
mark, and Spain) provide moredeailed inormaion on he orms o lolocaus educaion in hese
counries and illusrae he poenial advanage o carrying ou overviews or all OSCL counries in
he uure. ln he our counry overviews, he educaion aciviies underaken o dae are analysed,
and examples o good and innovaive pracices are highlighed. The sudy also draws lessons ha
can be learned rom hese examples, alhough i should be noed ha hese examples in no way
provide a emplae or direc replicaion in oher saes. ln addiion, he sudy proposes recom
mendaions on how o each abou he lolocaus appropriaely and successully and highlighs
he need or disinc educaional programmes o comba conemporary orms o aniSemiism.
Par A o his sudy provides an overview o he dieren approaches ha saes ake o dene
he erm lolocaus (Shoah). Given he limied number o saes wih acual deniions, and he
varying naure o such deniions, his sudy does no aemp o oer is own deniion o he
lolocaus.
l is imporan o use he erm aniSemiism consisenly. lor he purpose o his sudy, he
ODllR has hus applied a working deniion o aniSemiism on which he ODllR collaboraed
wih he Luropean Monioring Cenre on Racism and Xenophobia and wih !ewish organiza
ions like he American !ewish Commiee, he Luropean !ewish Congress, oher major !ewish
NGOs, and prominen academics. This working deniion encompasses boh radiional and
conemporary maniesaions o aniSemiism.
^n|/-5em/|/sm /s a ce/|a/n e/ce|/on of e.s |/a| ma, ce ex/esseo as /a|/eo
|o.a/os e.s.
//e|o//ca/ ano /,s/ca/ man/fes|a|/ons of an|/-5em/|/sm a/e o//ec|eo |o.a/os
e./s/ o/ non-e./s/ /no/./o0a/s ano/o/ |/e// /oe/|,, |o.a/os e./s/
comm0n/|, /ns|/|0|/ons ano /e//g/o0s fac///|/es.
/n aoo/|/on, s0c/ man/fes|a|/ons co0/o a/so |a/ge| |/e s|a|e of /s/ae/, conce/.eo
as a e./s/ co//ec|/./|,.
^n|/-5em/|/sm f/eq0en|/, c/a/ges e.s ./|/ cons///ng |o /a/m /0man/|,, ano
/| /s of|en 0seo |o c/ame e.s fo/ ./, |//ngs go ./ong. /| /s ex/esseo /n
seec/, .//|/ng, ./s0a/ fo/ms, ano /n ac|/ons, ano /| em/o,s s/n/s|e/ s|e/eo|,es
ano nega|/.e c/a/ac|e/ |/a/|s.
Conemporary examples o aniSemiism in public lie, he media, schools, he workplace, and in
he religious sphere could, aking ino accoun he overall conex, include, bu are no limied o:
Calling or, aiding, or jusiying he killing or harming o !ews in he name o a
radical ideology or an exremis view o religion,
Making mendacious, dehumanizing, demonizing, or sereoypical allegaions
abou !ews as such or he power o !ews as a collecive such as, especially bu
no exclusively, he myh abou a world !ewish conspiracy or o !ews conrolling
he media, economy, governmen, or oher socieal insiuions,
Accusing !ews as a people o being responsible or real or imagined
wrongdoing commied by a single !ewish person or group, or even or acs
commied by non!ews,
Denying he ac, scope, mechanisms (e.g., gas chambers) or inenionaliy o he
genocide o he !ewish people a he hands o Naional Socialis Germany and is
supporers and accomplices during World War ll (he lolocaus),
Accusing he !ews as a people, or lsrael as a sae, o invening or exaggeraing
he lolocaus,
Accusing !ewish ciizens o being more loyal o lsrael, or o he alleged prioriies
o !ews worldwide, han o he ineress o heir own counries.
Lxamples o he ways in which aniSemiism maniess isel wih regard o he Sae o lsrael,
aking ino accoun he overall conex, could include:
Denying he !ewish people heir righ o seldeerminaion, e.g., by claiming
ha he exisence o a Sae o lsrael is a racis endeavour,
Applying double sandards by requiring o lsrael behaviour ha is no expeced
or demanded o any oher democraic counry,
Using he symbols and images associaed wih classic aniSemiism (e.g., claims
o !ews killing !esus or blood libel) o characerize lsrael or lsraelis,
Drawing comparisons o conemporary lsraeli policy o ha o he Nazis,
lolding !ews collecively responsible or acions o he Sae o lsrael.
lowever, criicism o lsrael similar o ha leveled agains any oher counry canno be regarded
as aniSemiic.
AnIi-5emiIic acIs are criminaI when hey are so dened by law (or example, denial o he
lolocaus or disribuion o aniSemiic maerials in some counries).
CriminaI acIs are anIi-5emiIic when he arges o aacks, wheher hey are people or prop
ery such as buildings, schools, places o worship, and cemeeries are seleced because hey
are, or are perceived o be, !ewish or linked o !ews.
AnIi-5emiIic discriminaIion is he denial o !ews o opporuniies or services available o oh
ers and is illegal in many counries.
ParI A

HolocausI EducaIioh ih Ihe OSCE Regioh
23
!/e e./s/ .o/o fo/ /o/oca0s| /s 5/oa/, .//c/ means ca|as|/o/e.
!/e /o/oca0s| .as a ca|as|/o/e ano a /ea/ |/ageo, no| on/, fo/ |/e e./s/
eo/e, c0| a/so fo/ a// man//no. !/e/efo/e, /| /s a g/ea| /esons/c///|, |o /ee
a//.e |/e memo/, of |/e ./c|/ms of |/e /o/oca0s| as o0/ /omage |o |/em
ano as a mo/a/ /esson fo/ |/e f0|0/e gene/a|/ons ano o//|/c/ans. /f .e /e| |//s
memo/, faoe a.a,, .e .o0/o cecome g0//|, of ano|/e/ c//me. 8eca0se |/e
m0/oe/ of memo/, /s |/e s0/es| .a, |o /eea| |/e same m/s|a/es.
Speech by he OSCL ChairmaninOce, Solomon Passy, a he Second OSCL
Conerence on AniSemiism, 8erlin, 2829 April 2004
lneres in he hisory o he lolocaus is growing in many OSCL counries: lolocaus memorial
days are commemoraed, personal involvemen in he arociies is oen openly discussed, and
a number o governmens have esablished an inernaional ask orce o promoe lolocaus
educaion (he lTl). A he same ime, polls conduced by he AniDeamaion League (in
2002 and 2004) in nine LU counries ound ha 42 per cen o respondens agreed wih he
saemen, The !ews sill alk oo much abou he lolocaus. ln Spain, Germany, Ausria, and
Swizerland, more han 50 per cen answered probably rue o he saemen, !ews sill alk
oo much abou wha happened o hem in he lolocaus. According o a poll published in
November 2004, 45 per cen o UK aduls (!6 and older) did no know wha Auschwiz was (UK
repor o he lTl). l can hereore be argued ha, while many eachers do no see a pressing
need o each more and more eecively abou he lolocaus, here is cerainly much sill o be
done in raising levels o knowledge and undersanding.
ln is suggesions on reasons o each abou he lolocaus, he lTl Lducaion Working Group em
phasizes, among oher hings, he ollowing consideraions: A horough sudy o he lolocaus
helps sudens hink abou he use and abuse o power, and he roles and responsibiliies o indi
viduals, organizaions, and naions when conroned wih human righs violaions. l can heighen
awareness o he poenial or genocide in he conemporary world. The lolocaus demonsraed
how a modern naion could uilize is echnological experise and bureaucraic inrasrucure
o implemen desrucive policies ranging rom social engineering o genocide. The lolocaus
provides a conex or exploring he dangers o remaining silen and indieren in he ace o he
oppression o ohers. As sudens gain insigh ino he many hisorical, social, religious, poliical,
and economic acors ha cumulaively resuled in he lolocaus, hey gain awareness o he
complexiy o he hisorical process and a perspecive on how a convergence o acors can con
ribue o he disinegraion o democraic values. Sudens come o undersand ha i is he re
l. Overview and Analysis o OSCL Sae
Responses
sponsibiliy o ciizens in a democracy o learn o ideniy he danger signals and o know when o
reac. The lolocaus has become a cenral heme in he culure o many counries. This is reeced
in media represenaion and popular culure. lolocaus Lducaion can oer sudens hisorical
knowledge and skills needed o undersand and evaluae hese culural maniesaions.
Wih he 8erlin Declaraion o 2004, he OSCL paricipaing Saes recognized ha aniSemi
ism, ollowing is mos devasaing maniesaion during he lolocaus, has assumed new
orms and expressions, which, along wih oher orms o inolerance, pose a hrea o democ
racy, he values o civilizaion and, hereore, o overall securiy in he OSCL region and beyond.
The saes commied hemselves wih his declaraion, among oher hings, o promoe educa
ional programmes or combaing aniSemiism as well as remembrance and educaion abou
he ragedy o he lolocaus. ln he Cordoba Declaraion o 2005, hey rearmed his, recalling
he imporance o educaion, including educaion on he lolocaus and on aniSemiism, as a
means or prevening and responding o all orms o inolerance and discriminaion, as well as
or promoing inegraion and respecing diversiy.
lurhermore, 46 saes (including 4! OSCL paricipaing Saes) have commied hemselves
wihin insrumens such as he Declaraion o he Sockholm lnernaional lorum on he
lolocaus,
6
iner alia, o srenghen heir eors o promoe educaion, remembrance, and re
search abou he lolocaus, o encourage he sudy o he lolocaus in all is dimensions, and
o promoe educaion abou he lolocaus in our schools and universiies, in our communiies,
and o encourage i in oher insiuions.
7
While he raionale and commimens o each abou
he lolocaus are clear, he abiliy and willingness o he educaional auhoriies in many saes
o each abou he lolocaus are sill hampered by pedagogical, nancial, poliical, ideological,
or culural acors, or by a lack o resources.
The ollowing secion provides an overview o how he lolocaus is currenly being augh
wihin OSCL paricipaing Saes. The analysis in his secion is drawn primarily rom he counry
repors summarized in Secion ll, which are based eiher on he responses o a quesionnaire
sen ou by he ODllR (see Annex !) or on he respecive OSCL paricipaing Sae's submissions
o he lTl. Lxamples are included or each o he areas relaed o he quesions presened below
in order o illusrae he dieren approaches ha saes ake and o highligh many o he good
pracices ha exis hroughou he OSCL area. Analysis o he obsacles and challenges ac
ing educaors in heir eors o each abou he lolocaus is also included, as are conclusions
and a summary o good pracices currenly underaken hroughou he OSCL region. A lis o
examples o online eaching resources available or educaors can be ound in Annex 7 o his
sudy. The secion concludes wih recommendaions or paricipaing Saes, including educa
ion minisries, expers, educaors, !ewish communiies, and NGOs, ha are aimed a suppor
ing and srenghening exising eors.
6
The ollowing saes ook par in he Sockholm lnernaional lorum on he lolocaus: Albania, Argenina, Ausralia,
Ausria, 8elarus, 8elgium, 8osnia and lerzegovina, 8razil, 8ulgaria, Canada, Chile, Croaia, Cyprus, he Czech Republic,
Denmark, Lsonia, linland, lrance, Germany, Greece, lungary, lceland, lreland, lsrael, laly, Lavia, Lihuania, Luxembourg,
Moldova, he Neherlands, Norway, Poland, Porugal, Romania, Russia, Slovakia, Slovenia, Spain, Sweden, Swizerland,
Turkey, Ukraine, he Unied Kingdom, he Unied Saes o America, Uruguay, he ormer Yugoslav Republic o Macedonia,
and he loly See (as an observer).
7
lor he Sockholm Declaraion, see he lTl's websie: hp://askorce.ushmm.org/sockholm/.
25
uestion 1: Ofhcia/ directives re/ated to Ho/ocaust education
The inormaion submied o he ODllR shows ha here is a general lack o ocial direcives
specically relaed o lolocaus educaion, however, mos counries responded ha he lolo
caus is incorporaed ino he ocial school curricula. School curricula do no reer paricularly
o he lolocaus, raher, hey include i as one o a number o issues ha could be covered.
uestion 2: 1he status of Ho/ocaust education within the ofhcia/ curricu/um
The majoriy o OSCL saes (49) responded ha he eaching o he lolocaus is incorporaed
ino he ocial curriculum. O hese counries, however, many noed ha, due o ime limia
ions and he absence o developed eaching maerials, he subjec o he lolocaus is oen
insucienly addressed.
O he responses, a number o counries currenly supplemen wha is ocially augh wihin he
curriculum abou he lolocaus wih opional or exracurricular aciviies in order o deal wih
he lolocaus in greaer deph (e.g., IIaIy, 5weden, Ihe U5, Ihe UK, LiIhuania, Romania).
ln some counries, here are no sae iniiaives o urher develop eaching abou he lolo
caus, wherever his is he case, !ewish organizaions and communiies or NGOs requenly ry
o ensure ha he opic is implemened in lessons and eacher raining.
Alhough he opic o he lolocaus was included in he sandard sae syllabus o he Russian
lederaion or secondary schools, under he subjec General lisory, in 2004, a small minoriy o
sudens were acually augh abou he subjec.
8
A he same ime, repors indicae ha J! per
cen o Russians hink ha i is imporan o know abou he Nazi exerminaion o he !ews.
9
A small number o counries noed ha he subjec o he lolocaus is included in ocial
graduaion examinaions (Ukraine), public examinaions (he UK), or hisory examinaions
(LiIhuania). ln LaIvia, pupils' knowledge o lolocaus hisory is esed by means o sae
examinaions, whereby in 200J a quesion abou he lolocaus was included in he cenral
ized examinaion or Grade !2 pupils (graduaes o upper secondary schools) and in 2004 in
he sae es in hisory and social sciences aken by graduaes o all lower secondary schools
(Grade 9). Poining his ou is no a recommendaion ha he lolocaus be se as an obligaory
examinaion subjec, noneheless, he Lavian example clearly underlines he saus claimed by
he opic in hisory lessons.
Overview ahd Ahalysis o! OSCE SIaIe Respohses
8
lnormaion provided by Dr. llya Alman, Russian Research and Lducaional lolocaus Cener.
9
lnormaion provided by Taiana L. Smolina, Deparmen o Psychology and Pedagogy, lerzen Sae Pedagogical Univer
siy, S. Peersburg.
uestion J: Dehning the Ho/ocaust
8eore deermining how o educae ciizens abou he lolocaus, i is imporan rs o agree
on a deniion o he subjec o be augh. Some counries adhere o a very narrow deniion o
he lolocaus as he mass murder/exerminaion o !ews, while ohers also include oher groups
who were argeed or desrucion or decimaion on he basis o racial, ehnic, or naional ide
ology, e.g., Roma and Sini, people wih disabiliies (euhanasia), homosexuals, non!ewish
Poles, and !ehovah's Winesses, among oher groups. Oher counries avoid an explici deni
ion o he lolocaus, explaining i insead as a ragedy bealling a people o dieren ehnic
background.
The ollowing are examples o deniions o he lolocaus currenly used by OSCL saes:
AusIria denes he lolocaus as he annihilaion o Luropean !ewry bu also
he persecuion o oher groups/minoriies as a resul o he racis ideology
(Roma and Sini, 'euhanasia') as well as poliically moivaed persecuion and
oher crimes agains humaniy commied by Nazi Germany and is allies.
(Ausria's repor o he lTl)
ln LaIvia, he lolocaus is considered o be a unique maniesaion o
genocide, because i had a oal and universal characer i was a mehodical
and sysemaic exerminaion o he !ews wherever he German armed orces
annexed erriory, hus represening an unprecedened even in human hisory.
ln Lavia he lolocaus is dened as exerminaion o six million !ews during he
years o Nazi power (!9JJ!945) in Lurope, and which he Nazis implemened
according o heir race heory. (Lavia's repor o he lTl)
The Romanian HisIoricaI Commission proposes he ollowing deniion:
The lolocaus was he sysemaic persecuion and annihilaion o he
Luropean !ews by Nazi Germany and is allies and collaboraors beween !9JJ
and !945. !ews were no he sole vicims during his period. Persecuion and
mass arress argeed oher ehnic groups as well, such as Sini and Roma, or
oher variously dened groups, such as disabled persons, poliical opponens,
homosexuals and ohers.
!0

The ImperiaI War Museum in London, UK, denes he lolocaus as ollows:
Under he cover o he Second World War, or he sake o heir 'new order',
he Nazis sough o desroy all he !ews o Lurope. lor he rs ime in hisory,
indusrial mehods were used or he mass exerminaion o a whole people.
Six million were murdered, including !,500,000 children. This even is called he
lolocaus. The Nazis enslaved and murdered millions o ohers as well. Gypsies,
people wih physical and menal disabiliies, Poles, Sovie prisoners o war,
rade unioniss, poliical opponens, prisoners o conscience, homosexuals, and
ohers were killed in vas numbers.
!0
Repor o he ODllR, Dr. 8rigie Mihok, Cenre or AniSemiism Research, Technical Universiy 8erlin.
27
The UniIed 5IaIes HoIocausI MemoriaI Museum in WashingIon sresses
he specic naure o he lolocaus as a genocidal even: The lolocaus reers
o a specic genocidal even in weniehcenury hisory: he saesponsored,
sysemaic persecuion and annihilaion o Luropean !ewry by Nazi Germany
and is collaboraors beween !9JJ and !945. !ews were he primary vicims
6 million were murdered, Gypsies, he handicapped, and Poles were also
argeed or desrucion or decimaion or racial, ehnic, or naional reasons.
Millions more, including homosexuals, !ehovah's Winesses, Sovie prisoners o
war, and poliical dissidens, also suered grievous oppression and deah under
Nazi yranny.
While Yad Vashem in JerusaIem also reers o how groups oher han he
!ews were persecued by he Naional Socialis regime, i noneheless ocuses
on he uniqueness o he oal desrucion o he !ews: The lolocaus was he
murder o approximaely six million !ews by he Nazis and heir collaboraors.
8eween he German invasion o he Sovie Union in he summer o !94! and
he end o he war in Lurope in May !945, Nazi Germany and is accomplices
srove o murder every !ew under heir dominaion. 8ecause Nazi discriminaion
agains he !ews began wih liler's accession o power in !anuary !9JJ, many
hisorians consider his he sar o he lolocaus era. The !ews were no he
only vicims o liler's regime, bu hey were he only group ha he Nazis
sough o desroy enirely.
uestion 4: Ho/ocaust education as its own subject or part of a broader topic
ln heir responses, he vas majoriy o saes emphasized ha he lolocaus is no augh as a
disinc and separae opic wihin ocial school curricula, raher, i is inegraed ino he subjec
o hisory, eiher as par o he hisory o World War ll or, more generally, he hisory o he 20h
cenury. The lolocaus is, noneheless, one o he subjec areas ha auhoriies recommend o
be augh.
ln a number o counries, sricly ormulaed curricula are no longer prescribed, hereore, each
ers have he exibiliy o decide on how much ime o devoe o lolocaus eaching. ln Sweden,
or example, every school or even every branch o a school can draw up is own curriculum.
Alhough hese curricula adhere o naionally and locally ormulaed goals, hey are characer
ized more by diversiy han uniormiy.
uestion 5: Age categories for /earning about the Ho/ocaust
O he sae responses, 40 provided inormaion indicaing a wha age pupils learn abou he
lolocaus. The responses indicaed ha mos sudens are exposed o he lolocaus a he
ages o !4 or !5 and !7 or !8. ln a ew counries, pupils learn abou he subjec or he rs
ime a he ages o 9!!. ln 33 saes, pupils encouner he subjec o he lolocaus more han
once.
uestion 6: Number of hours a//ocated to Ho/ocaust education
The number o hours allocaed o eaching abou he lolocaus was provided by 23 saes. l is
imporan o noe ha an overwhelming majoriy o saes repored ha he given number o
hours allocaed o lolocaus eaching is based on esimaes only and, hereore, should no be
undersood as he acual xed hours prescribed by he ocial curriculum. The daa colleced
rom paricipaing Saes indicaes ha eaching abou he lolocaus usually does no exceed
!J hours hroughou he enire period o compulsory educaion. ln Germany, however, he
lolocaus is included as a opic during he !620 hours devoed o eaching abou he period
o Naional Socialism boh in elemenary and secondary school. ln AusIria and IIaIy, approxi
maely 5!0 hours are allocaed o eaching abou he lolocaus.
uestion 7: Areas of study in which the Ho/ocaust is taught
A oal o 49 saes responded ha he subjec o he lolocaus is incorporaed ino he na
ional or worldhisory curriculum. Moreover, 37 saes noed ha he subjec is also men
ioned in he ramework o oher courses such as lieraure, languages, civic educaion, ehics,
or heology.
ln Germany, while he lolocaus orms a major componen o he German and Luropean lis
ory in he 20h Cenury module, he lolocaus is also discussed during civics, German liera
ure, and religion or ehics classes.
Some science eachers in he UK have been looking a how science was disored and used o
legiimize he ideology o Naional Socialism, as well as he role o scieniss in he socalled
euhanasia programme and in he lolocaus, and wha his opic migh ell young people abou
scienic mehods.
Twenyseven saes conrmed ha exracurricular aciviies are underaken by individual
schools or oered by nongovernmenal organizaions, oundaions, or museums. These acivi
ies mainly include opional seminars, eld rips, meeings wih lolocaus survivors and eyewi
nesses, and paricipaion in compeiions. Moredeailed analysis o exracurricular aciviies
can be ound under he secion on good pracices.
uestion 8: Avai/abi/ity and Support for 1eacher 1raining
According o he inormaion submied, eacher raining is provided in J! OSCL saes eiher by
governmen auhoriies, nongovernmenal organizaions, universiies, oundaions, or !ewish
communiies.
A survey conduced by he Auschwiz loundaion in he lrenchspeaking par o 8elgium in
!998 revealed a need or raining measures o address deciencies in basic hisorical knowl
edge. According o he survey, a mere 5!0 per cen o he surveyed eachers were amiliar wih
he sandard hisorical works on he lolocaus.
29
8ased on he inormaion provided by saes, several posiive iniiaives in he eld o eacher
raining can be highlighed. ln linland, universiies oer special courses ocusing on he lolo
caus, argeing in paricular sudens sudying hisory, philosophy, ehics, and heology. Uni
versiies also provide pedagogical raining or sudens o he aoremenioned subjecs who
inend o become eachers. These courses go a long way in ensuring ha new eachers are
adequaely rained or dealing wih he demands o lolocaus educaion.
1eacher 1raining in LaIvia
The Lavian model or improving he raining o rainers a relevan inernaional
insiuions has been successul, whereby regular inservice raining courses
abou he lolocaus are organized or hisory eachers in all regions o he coun
ry. The aim o hese seminars is o exend and deepen knowledge abou he
lolocaus, o inroduce dieren mehodological approaches, and o provide
inormaion abou recen developmens in lolocaus research in Lavia. Training
sessions also concenrae on providing eachers wih more inormaion abou
local lolocaus memorial sies in Lavia and a mehodology on how o use hese
sies when eaching abou he lolocaus. The main organizer o hese courses
is he Associaion o Lavian lisory Teachers, assised by he Lavian Minisry o
Lducaion and Science and Minisry o loreign Aairs, he US Lmbassy in Lavia,
and he Swedish Living lisory lnsiue. The lTl has also len is suppor.
Lavian eacher rainers have also aken he opporuniy o gain experience a
Yad Vashem in lsrael and a he dieren insiuions or lolocaus educaion in
he Unied Saes and Lurope. Alhough no every hisory eacher can complee
his or her raining in lsrael or he Unied Saes, when he eacher rainers
hemselves receive he bes possible raining and are well prepared, hen his
will be passed on almos auomaically o oher eachers undergoing raining,
hereby improving heir acual knowledge and raising heir mehodological
and pedagogical sandards.
Aside rom his model, a Lavian eam (made up o six paricipans rom
dieren regions) o he lolocaus Curriculum Developmen Projec has recenly
been working a he Universiy o lowa's College o Lducaion. The eam
colleced new inormaion, compiled pedagogical and mehodological
maerials, and prepared a curriculum. The projec, which ended in summer
2005, was suppored by he Lavian Minisry o Lducaion and Science and he
US Lmbassy in Riga. The eldesing eam is wriing a repor o be used or
preparing he nal version o he curriculum or Lavian schools.
AusIria also conducs seminars or eachers. The Lducaion Minisry and is Deparmen or
Civic Lducaion organize an annual conerence ha includes an inservice seminar or eachers
ocusing on he inensive sudy o cerain aspecs o Naional Socialism. ln addiion, he 2004
conerence eniled Teaching Remembrance was dedicaed o he opic o he lolocaus/
Genocide and luman Righs in he Twenieh Cenury. Ausria's universiies are also acive
in his eld, oering an exensive array o relevan seminars, e.g., on eaching abou Naional
Socialism and he lolocaus.
ln Hungary, inservice raining specically on he opic o he lolocaus is also provided.
Teacherraining programmes, which are aended by approximaely !50 eachers a year, are
organized by insiuions such as he Minisry o Lducaion, he lannah Arend loundaion, and
Sulinova. Some o hese programmes are held a Yad Vashem in lsrael. The lolocaus Memorial
Cener, which opened in April 2004, is also acive in promoing lolocaus educaion boh in
schools and in exracurricular seings, and i also organizes eacher seminars, produces and
disribues alernaive educaional ools, and esablishes programmes wih domesic and iner
naional parners.
!!

1eacher 1raining in CroaIia
ln !anuary 2005, a hreeday seminar on he lolocaus was held in Zagreb or
Croaian primary and secondaryschool eachers. l covered all he aspecs
crucial or counries where he lolocaus ook place. ln addiion o providing
a hisorical overview, he seminar also ocused on eyewiness accouns,
auhenic sies, and he connecion beween he lolocaus and Croaia's
naional hisory. The seminar was rounded o wih a series o workshops.
Componens o he seminar included:
LecIures
An Overview o he lisory o he lolocaus: Nazi Racial ldeology
(a chronological view o he lolocaus wih emphasis on he poliical
and social aspecs o is hisory),
Lurope !9!9!9J9 (an overview o Nazi ideology wih special emphasis on
SouhLasern Lurope and a look a vicim groups hrough he eyes o he
perperaors),
Croaia on he Lve o and during World War ll (he imporance o
undersanding he complex hisorical experience o he lolocaus in Croaia,
he need o conron hisorical ruhs and hisorical myhs),
Guidelines o he Lducaion Working Group o he Task lorce or
lnernaional Cooperaion on lolocaus Lducaion, Remembrance and
Research (he imporance o eaching he hisory o he lolocaus raher
han ocusing on he lessons o ha hisory, he need o be precise and no
o disor hisory o convey moral lessons in he mind o he eacher. Why
are mehodological raionales so imporan? Wha conen should we cover?
low should pedagogical issues be addressed?),
!!
lnormaion provided by he lolocaus Memorial Cener, 8udapes.
31
Pracical Applicaion o he lTl Guidelines: The Lxperience o he Lodz Gheo,
The Challenges o lolocaus Lducaion (challenging preconceived ideas,
myhs and misconcepions. Using case sudies o engage sudens' ineres
and encourage hem o ask meaningul hisorical quesions, examining he
imporance o he crosscurricular approach o eaching he lolocaus),
!ourney o !asenovac: lnroducion o he !asenovac Memorial Sie
(our o he !asenovac Memorial Sie),
LWG Guidelines o Visis o Auhenic Sies,
Using areacs o each abou he lolocaus,
lrom lisory o Winess: The Sory o a !asenovac Survivor, 8ringing
Sudens o !asenovac: lssues and Concerns (a workshop or he sa a
!asenovac, eachers, and oreign expers),
lolocaus Lducaion in School and Public Libraries: War and violence in
lieraure (an overview on eaching agains violence and on he lolocaus
in lieraure).
Workshops
lour workshops were held on he heme o lolocaus educaion in school
and public libraries. laciliaed by Croaian ocials and lTl represenaives,
opics included paricipans' previous experiences in eaching abou he
lolocaus, developing hisory and inerdisciplinary lesson plans, including
specically on he lolocaus in Croaia, and organizing a lolocaus Memorial
Day ceremony.
Seminar Sraegies or eaching abou he lolocaus, Zagreb, !asenovac,
2729 !anuary 2005
Suppored by he lTl, he Terezin Memorial in he Czech RepubIic has been oering similar
seminars since 2000. ls vesage programme begins wih a hreeday overview o lolocaus
issues and available lieraure and eaching maerials, ollowed by an inernaional seminar
augh by oreign lecurers ha shows he mehods used in various Luropean counries. Parici
pans who complee hese sages can advance o a seminar during which hey visi he auhen
ic lolocaus sie o Auschwiz. The nex seminar includes a visi o he Dachau concenraion
camp in Germany. The nal sage, rs held in auumn 2005 a Yad Vashem in !erusalem, con
cenraes on eaching mehods.
ln he NeIherIands, insead o inservice raining, he Associaion o Duch lisory Teachers
and he publishers o hisory exbooks organize annual conerences ha include workshops on
issues relevan o he lolocaus. The Amserdam Cenre or lolocaus and Genocide Sudies,
ogeher wih he Anne lrank louse, are currenly planning o joinly organize our oneday
seminars or eachers a our hisorical sies in dieren regions o he Neherlands.
1eacher-training activities conducted by 1ewish communities and NGOs
!ewish communiies and NGOs also conribue decisively o eacher raining in many saes.
Suppor or hese bodies, paricularly nancial suppor, could enable hem o provide addiional
educaional modules or eaching maerials in heir respecive counries. 8oh communiies and
organizaions oen possess deailed knowledge abou he hisory and poliical circumsances
o he counry where hey are acive, which could serve o increase signicanly he qualiy o
eaching maerial available.
1he Hannah ArendI AssociaIion in Hungary
The lannah Arend Associaion, a nonpro organizaion ounded in !997
by eachers, psychologiss, and educaional expers, holds eacherraining
courses, conerences, and youh meeings. ln he course o implemening is
various projecs, he Associaion has been suppored by an impressive group o
culural organizaions and governmen agencies.
A programme called /ac/ng //s|o/, ano O0/se/.es. /o/oca0s| ano /0man
8e/a./o0/ is a good example o he Associaion's eacherraining aciviies. ln he
las our years, no ewer han !0 eacherraining sessions have been organized,
wih abou 500 eachers paricipaing. The programme was submied o he
lungarian Lducaion Minisry's Commiee or TeacherTraining Accrediaion,
and eachers now receive a cericae and credi poins or paricipaing.
Anoher programme, carried ou beween !997 and 2005, involved a sudy rip
or 25 lungarian eachers o 8erlin and Ravensbrck. ls aim was o moivae
hem o inroduce opics in he area o lolocaus educaion ino heir classes
and, evenually, o develop similar sudy rips or heir own sudens. During
he rip, eachers paricipaed in a seminar a he louse o he Wannsee
Conerence, visied he !ewish Museum and he Anne lrank Cenre in 8erlin,
and spen wo days a he Ravensbrck Memorial Sie.
ln all o is publicaions, he lannah Arend Associaion ries o inroduce new
eaching maerials ino schools ha are aimed a combaing racism, prejudice,
and group violence. The Associaion's websie liss he ollowing works:
/ac/ng //s|o/, ano O0/se/.es, a guide or eachers o help eachers wih ice
breaking and communiybuilding exercises, preparing curriculum plans, and
working on new resources,
Lve 8uning's !/e !e///c/e !//ng, he rs book on he lolocaus published
in lungarian and aimed a children,
/o/oca0s| fo0ca|/on ano |/omo|/ng ^0|onom,, a collecion o papers
published in 200! and presened a he lolocaus and Ciizenship Lducaion
lorum, as well as oher imporan aricles on lolocaus educaion.
hp://www.hae.hu
33
Anoher acive organizaion is he laver loundaion in Hungary, which organizes classes main
ly in high schools bu has also developed a programme or primaryschool pupils. The maerials
hey use were developed by he board and voluneers o he loundaion and are based on heir
exensive experience in running summer camps and oher inormal educaional projecs. The
laver loundaion uses is own maerials, as well as survivor esimonies rom he Shoah loun
daion in is workshops.
1he ro/e of universities/centres for Ho/ocaust and genocide studies in teacher training
l is eviden ha in some counries a deailed sudy and analysis o he hisory o he lolocaus
on a proessional research level is required beore he knowledge acquired can be ransmied
onwards hrough eacherraining seminars. This is being underaken, or example, in Slovenia
in he orm o wo research projecs (!ews in he lmaginaion o Lhnic Diereniaions in Con
emporary Slovenia and !ews and AniSemiism in Slovenia: he lolocaus and he Lradicaion
o Memory) ha began in !uly 2004 and will coninue unil !une 2006. The resuls o he laer
projec are inended o suppor he preparaory work or a comprehensive lolocauseducaion
plan or high schools and universiies. The maerial will be submied o he Slovenian Minisry
o Lducaion and Spor.
!2

ln Norway, he Cener or Sudies o he lolocaus and Religious Minoriies a he Universiy o
Oslo, which was ounded in 200!, is dedicaed o lolocaus research, documenaion, inorma
ion, and educaion. The Cener organized is rs eacherraining seminar in 2005.
ln he NeIherIands, he Cener or lolocaus and Genocide Sudies a he Universiy o Am
serdam was ounded in Sepember 200J. Since hen, he Cener has augh !50 sudens a he
undergraduae level and six sudens a he maser's level.
ln Ukraine, in March 2002, he lnsiue or Poliical and Lhnic Sudies o he Naional Acad
emy o Sciences esablished he Ukrainian Cener or lolocaus Sudies, which is nancially sup
pored by chariies and organizaions rom Ukraine and abroad. The Cener ocuses on research
and eaching and creaes educaional programmes and exbooks or Ukrainian schools.
A Uppsala Universiy in 5weden, he Programme or lolocaus and Oher Genocide Sudies
oers undergraduae and posgraduae courses. Moreover, he programme has carried ou an
exensive raining scheme in recen years wih shor courses and seminars as urher raining
or eachers.
1he CenIer !or Research on AnIisemiIism, 1echnicaI UniversiIy erIin
The Cener or Research on Anisemiism o he Technical Universiy 8erlin
is he only insiuion o is kind in he OSCL region. The inerdisciplinary
research on aniSemiism is supplemened by research on relaed areas such
!2
lnormaion provided by Dr. lannah Sarman, lnsiue or Lhnic Sudies, Ljubljana.
as German!ewish hisory and he lolocaus. 8esides research on he hisorical
developmen o aniSemiic sereoypes and curren rends o aniSemiism,
lolocaus research will coninue o play a cenral role in he work o he Cener.
ln a new series called The lisory o he Concenraion Camps, he ndings
o a largescale projec on concenraioncamp hisoriography are being
compiled and published. The resuls o he research projec on Solidariy and
lelp or !ews, !9JJ!945, which deals wih he rescue eors made by non
!ews in Lurope under Naional Socialis rule, are published in seven volumes o
colleced essays. The Cener is now also involved in eacherraining seminars
on curren rends o aniSemiism and possible obsacles o eaching lolocaus
issues in schools.
8esides is educaional programme wih eacherraining seminars, including an online eacher
workshop,
!J
he Unied Saes lolocaus Museum in Washingon has a Cener or Advanced
lolocaus Sudies, which suppors scholarships and publicaions in he eld o lolocaus sud
ies, promoes he growh o lolocaus sudies a American universiies, seeks o oser srong
relaionships beween American and inernaional scholars, and iniiaes programmes o ensure
he ongoing raining o uure generaions o scholars specializing in he lolocaus. l also
underakes research projecs and issues publicaions, lls gaps in he lieraure, and aciliaes
access o he sudy o he lolocaus or scholars and he general public. The collecion and
preservaion o lolocausrelaed archival maerials worldwide makes previously inaccessible
sources available or sudy and new research. ln addiion, he Cener provides sponsorship o
ellowship opporuniies or pre and posdocoral researchers.
uestion 9: Nationa/ Ho/ocaust memoria/ days
A hos o aciviies or lolocaus memorial days are organized in many OSCL saes. Ligheen
saes conrmed he commemoraion o 27 !anuary, he day marking he liberaion o Aus
chwiz, as a lolocaus memorial day: AIbania, eIgium, CroaIia, Ihe Czech RepubIic,
Denmark, FsIonia, FinIand, France, Germany, Greece, IIaIy, IreIand, LiechIensIein,
Norway, 5pain, 5weden, 5wiIzerIand, and Ihe UniIed Kingdom.
When he AIbanian parliamen passed a law on 2J Sepember 2004 ha declared 27 !anuary
o be lolocaus Memorial Day, i was he rs ime ha a counry wih a predominanly Muslim
populaion had ocially recognized such a commemoraive day.
!4

Alhough he approach OSCL saes ake in marking a lolocaus memorial day varies grealy,
one common acor in many counries is he eor o simulae sudy aciviies in schools.
FinIand serves as a good example in his case. ln response o he Council o Lurope's launch
!J
hp://www.ushmm.org/educaion/oreducaors/guidelines, he accompanying resource book !eac//ng aco0| |/e /o/o-
ca0s|. ^ /eso0/ce 8oo/ fo/ fo0ca|o/s can be downloaded here.
!4
Agi online, Tirana, 2J Sepember 2004.
35
o he Year o Ciizenship hrough Lducaion in 2005, he linnish Naional 8oard o Lducaion
developed a websie conaining relaed eaching ideas and maerials. The heme or he monh
o !anuary was vicims o persecuion, and maerial abou he lolocaus, links, and pracical
suggesions were presened. The accepance and resonance a lolocaus memorial day nds in
poliics and sociey undoubedly inuences boh eachers as well as pupils.
ln some OSCL saes, inroducing a lolocaus memorial day has creaed challenges. Some
obsacles are poined ou by he UniIed Kingdom in is repor o he lTl: |The memorial
day was inroduced 55 years aer he end o he lolocaus many hereore do no see is
relevance, he UK perspecive on he Second World War is one o opposing Nazism and beaing
he Axis powers, i does no associae isel direcly wih eiher he perperaors, or as vicims,
oher genocides have happened since ha have obscured he uniqueness o he lolocaus in
he minds o many, here is a general conusion as o he aims and purpose o he day, which
have no always been clear, and he messages have no always reached he righ people, here
has been some opposiion rom groups who would wan he day o be more inclusive o oher
genocides, he general level o apahy presen in any wesern sociey. ln schools, i is oen
jus le o he hisory eacher raher han being a wholeschool even.
Some counries use daes marking specic evens rom heir naional hisory as an occasion o
commemorae vicims. These are presened below, in calendar order:
ln he NeIherIands, he lolocaus is commemoraed as par o ceremonies or all vicims and is
conneced wih he naional remembrance o all he Duch vicims o he war. Neverheless, he
Duch Auschwiz Commiee holds a special commemoraive service on 27 !anuary. An annual
commemoraive service is also held on Yom laShoah, he !ewish Remembrance Day o he lolo
caus vicims o he 27h o Nissan o he lebrew calendar, a he lollandse Schouburg, where
!ews were rounded up beore being ranspored o he Weserbork ransi camp. ln Canada and
he UniIed 5IaIes, lolocaus Memorial Day is also commemoraed on Yom laShoah.
ln Russia, represenaives o public auhoriies have paricipaed in lolocaus commemoraions
organized by he Russian Research and Lducaional lolocaus Cener on 27 !anuary bu i is no
an ocially recognized lolocaus memorial day.
ln uIgaria, commemoraions are held on !0 March, he dae marking he saving o 49,000
8ulgarian !ews in !94J, bu also he beginning o he deporaion o he around !!,000 non
8ulgarian !ews rom he erriories ha Germany had annexed rom Yugoslavia and Greece o
8ulgaria. On his day, meeings wih lolocaus survivors and essay compeiions are held a
8ulgarian schools.
ln he !ormer YugosIav RepubIic o! Macedonia, !2 March, he dae commemoraing he
deporaion o Macedonian !ewry rounded up by 8ulgarian ascis orces in !94J, has been
designaed as he Naional Day o he lolocaus.
ln Hungary, !6 April, marking he seing up o he rs gheo, is naional lolocaus Memorial
Day. PoIand marks !9 April, he dae o he beginning o he Warsaw Gheo Uprising, as he
Naional Day o Remembrance or he Vicims o lolocaus and Prevenion o Crimes Agains
lumaniy. l was rs commemoraed in 2005, wih some schools holding a variey o exracur
ricular aciviies. As a resul o legislaion passed in !992, in 5erbia and MonIenegro (Repub
lic o Serbia), 22 April, he day o he uprising in he !asenovac concenraion camp, is observed
as a Day o Remembrance o Genocide Vicims (Serbs, !ews, Roma). The Republic o Serbia also
commemoraes 24 April as he day he mass murder o Armenians began in !9!5.
ln !997, he AusIrian parliamen declared 5 May, he day o he liberaion o he Mauhausen
concenraion camp, as he Day o Remembrance Agains Violence and Racism in Remembrance
o he Vicims o Naional Socialism. 5Iovenia has designaed 9 May as he dae o remem
brance o all he vicims o ascism and Naional Socialism. The remembrance o lolocaus
vicims is inegraed ino he 9 May commemoraions.
ln LaIvia, 4 !uly is considered a naional lolocaus memorial day. The commemoraive cer
emony is held in Riga a he memorial sie where, on 4 !uly !94!, Nazis burned down he Riga
Choral Synagogue, wih many !ews rapped inside he building. Lavian sociey and media pay
due respec o he dae o lolocaus Memorial Day and o he ragic evens o ha ime. (.)
Tradiionally, every year on 4 !uly, governmen represenaives, NGOs, culural personaliies and
represenaives o he Lavian !ewish Communiy and he oher religious denominaions in La
via ocially visi boh he memorial sie o he desroyed synagogue as well he oher lolocaus
memorial commemoraing he vicims. (Lavia's repor o he lTl)
5Iovakia has insiued 9 Sepember, he dae o he inroducion o he !ewish Code o !94!,
as he Day o Vicims o he lolocaus and Racial Violence. According o sae auhoriies, lier
ary evens, debaes, and lecures are held in schools on ha day. ln LiIhuania, 2J Sepember
was ocially declared lolocaus Memorial Day in !994, in commemoraion o he desrucion
o he Vilnius gheo and he murder o he inhabians o Paneriai in !94J. ln Ukraine, lo
locaus Memorial Day is marked on 29J0 Sepember, commemoraing he !94! massacre o
!ewish people in 8abi Yar Gorge on he ouskirs o Kyiv.
lolocaus Memorial Day was insiued in Romania in 2004, esablishing 9 Ocober as a com
memoraion dae. The rs commemoraion evens were marked in schools by a diversiy o
aciviies, such as wriing essays, organizing exhibiions and debaes, and meeings wih lolo
caus survivors. ln Luxembourg, lolocaus Memorial Day is commemoraed on !0 Ocober.
Commemoraions were rs held in 200J, wih schools organizing exhibiions, meeings wih
lolocaus survivors, and visis o memorials, hisorical sies, and concenraions camps, such as
Auschwiz8irkenau, 8ergen8elsen, and NazweilerSruho.
ln Armenia, Georgia, KazakhsIan, and UzbekisIan, remembrance o he vicims o he lo
locaus is inegraed ino he commemoraion o hose who perished in he world wars or were
vicims o poliical repressions or oher genocides.
Ho/ocaust commemoration by 1ewish communities and NGOs
Annual commemoraion has aken place in every Luropean !ewish communiy or 60 years,
primarily in conjuncion wih a naional lolocaus day or a leas in conjuncion wih he lo
locaus Remembrance Day, Yom laShoah. ln addiion, several imes a year, religious services
37
in !ewish communiies are accompanied by a memorial service called Yizkor, during which a
special prayer is read in commemoraion o lolocaus vicims.
!ewish communiies are a source o genuine experise, paricularly wih regard o pracical
aspecs o lolocaus educaion. Their vas experience provides hem wih an insigh ino wha
works in educaional seings or varying age groups. Masses o pedagogical maerials (books
and audiovisual maerials) have already been ranslaed, and here are numerous consrucive
acion programmes based on experienial learning ha are graded according o degrees o
involvemen and exposure.
ln 1urkey, he !ewish communiy se up a lolocaus Commission in 200! ha no only sup
pors lolocaus educaion bu is also rying o culivae orms o remembrance.
!5

ln MoIdova, lolocaus commemoraions have been conduced by nongovernmenal orga
nizaions.
uestion 10: Nationa/ Ho/ocaust memoria/s/museums
The lolocaus is oen presened as a eaure in exhibiions wihin !ewish museums, ounda
ions, and regional and naional hisory museums. The subjec o he lolocaus is also covered
by museums locaed on he erriory o ormer concenraion camps. ln Germany, here are
nearly !00 memorial museums o his kind, or example, he Dachau Concenraion Camp Me
morial Sie, he 8ergen8elsen Memorial, 8uchenwald, he Neuengame Concenraion Camp
Memorial, he Ravensbrck Memorial, he Sachsenhausen Memorial and Museum, and he To
pography o Terror in 8erlin. 8esides hese memorial sies, here is he !ewish Museum and he
new lolocaus Memorial or he Murdered !ews o Lurope in 8erlin.
ln PoIand, here are several memorial sies where educaional divisions have been esablished,
or example, he Treblinka, Majdanek, and 8elzec exerminaion camps. The rs lolocaus
museum in Poland, he Auschwiz8irkenau Sae Museum, was creaed by an ac o he Polish
parliamen on 2 !uly !947, and i includes he grounds o wo exan pars o he Auschwiz l
and Auschwiz ll8irkenau concenraion camps. ln all hese memorial sies, cooperaion wih
eachers and sudens is a disincive eaure.
1he AuschwiIz-irkenau MemoriaI and Museum in Oswiecim, PoIand
The Auschwiz8irkenau Memorial and Museum in Oswiecim, Poland,
esablished an educaion cenre or eachers and sudens in !999, developed
rom he educaion deparmen ha had exised since !956. The primary goal
o he cenre is o each abou Auschwiz and he lolocaus in he wo elds o
mass educaion and specialis educaion. Since !999, i has organized, in co
!5
lnormaion provided by he !ewish Communiy o Turkey.
operaion wih he Pedagogical Academy in Krakow, a posgraduae course
or eachers on he subjec: ToaliarianismNazismhe lolocaus. Lvery year,
approximaely J0J5 people aend he course, which ends wih a seminar
organized by Yad Vashem in !erusalem. This course is inended or eachers in
he humaniies and consiss o !80 hours o lecures and seminars, spread over
wo semesers. Course paricipans wrie diploma papers and, aer passing he
nal examinaion, receive cericaes or compleion o he course.
1he course programme incIudes Ihe !oIIowing subjecIs:
ToaliarianismlascismRacism: sociological aspecs o he origins o
prejudice and sereoypes,
The Nazi movemen and Nazi rule in Germany and Occupied Lurope,
Nazi concenraion camps wih paricular emphasis on Auschwiz,
The hisory and culure o he !ewish people,
The persecuion and exerminaion o he !ewish people under Nazi rule,
The lolocaus and he concenraion camps in lieraure and ar,
The lolocaus and he concenraion camps in eaure lms and
documenaries,
Aer Auschwiz and he lolocaus: overcoming he pas and is prejudices,
Poles and !ews during he Second World War and in he poswar period,
The !ewish people aer he war: he ounding o he sae o lsrael, is
domesic issues, and is place in inernaional poliics,
Toaliarianism, Nazism, and he lolocaus in school curricula.
Four- and six-day seminars !or Ieachers are aIso heId. RecenI sessions
have been devoIed Io:
Twoday specialis ours o he museum,
The ae o he larges groups o Auschwiz vicims,
Opporuniies or selsudy and guided aciviies by young people in he
museum collecions, archive, and library,
low o prepare or, and ollow up on, a visi o he Auschwiz Museum:
making lesson plans beore and aer a visi o he museum (paricipans
receive educaional packes conaining lesson plans and ses o eaching aids),
Using documenary and eaure lms dealing wih he ragedy o Auschwiz,
The uncions o, and opporuniies or, cooperaion wih oher educaional
cenres in Oswiecim, including he Dialogue Cenre, he Youh Meeing
louse, and he S. Maksymilian Cenre.
5peciaI subjecIs are prepared !or individuaI groups, such as:
Medical experimens,
The ae o children in Auschwiz,
The lie o he prisoners, ec.
39
Lessons are conduced in he orm o lecures, seminars, and workshops.
FducaIionaI opporIuniIies !or secondary-schooI and universiIy sIudenIs:
lour and sixday seminars or universiy sudens wih he same conens as
or eachers,
One and woday seminars or secondaryschool sudens, in which special
ized visis o he grounds o he ormer concenraion camp are supple
mened by meeings wih eyewinesses, screenings o documenary lms,
lecures, and workshops. Subjecs are arranged in advance wih eachers.
Museum Iessons !or secondary-schooI sIudenIs, incIuding:
Prisoners' aes,
Camp ar,
low could you live here? Residens o Auschwiz, during he war and oday,
Love in hell,
A cremaorium soker.
Among he besknown naional museums no conneced o he hisorical sies o ormer con
cenraion camps, exerminaion camps, ormer gheos, places o deporaion, or mass killings
are he UniIed 5IaIes HoIocausI MemoriaI Museum in Washingon, he ImperiaI War
Museum in London, and Yad Vashem in !erusalem.
uestion 11: Frequency of, and funding for, student visits to authentic sites
ln mos counries, suden visis o auhenic lolocaus sies are regarded as exracurricular
aciviies. A ew saes and nongovernmenal organizaions provide nancial suppor or such
underakings.
Worhy o menion in his conex are educaion cenres se up a auhenic sies. ln Croaia, or
example, he memorial sie a !asenovac is o be complemened wih is own educaion cenre.
ln eIgium, visiors o he !ewish Museum o Deporaion and he Resisance a Mechelen/Ma
lines (rom where he vas majoriy o 8elgian !ews were depored) are able o use a eaching
guide ha was wrien and compiled by he museum's educaional uni. The guide leads visiors
(mainly school classes) hrough he museum and provides exensive inormaion on he !ewish
communiy o 8elgium beore World War ll, he hisory o !udaism, and he hisory o Naional
Socialism. l also includes educaional exercises or boh eachers and sudens.
School rips consiue he majoriy o visiors o he almos !00 memorial museums (many o
hem wih educaional cenres) in Germany. These memorial sies are visied by several hou
sand visiors annually.
ln PoIand, visis are organized wih he sole purpose o visiing lolocaus memorial sies such
as Auschwiz8irkenau, Majdanek, Treblinka, and 8elzec. There is a lack o saisical evidence
on how many schools visi he auhenic lolocausrelaed sies in he counry. Approximaely
40 per cen o sudens have visied an auhenic sie a leas once (Poland's repor o he lTl).
O course, some OSCL paricipaing Saes (e.g., Canada and Tajikisan) are geographically so ar
away ha visis o such auhenic sies as par o lolocaus educaion are impracical. ln such
places, visis o memorial sies closer o home can be an alernaive.
Teaching seminars or preparaory guidelines are absoluely necessary i excursions o auhenic
hisorical or memorial sies are o be meaningul and ruiul. These should provide eachers
wih maerials conaining boh mehodological approaches and specic inormaion. When ex
cursions o auhenic or memorial sies are complemened wih preparaory work and ollowup
discussions, and he selecion o sies akes ino accoun he age o he pupils, hen such excur
sions can enrich lolocaus educaion in hose counries where he lolocaus ook place.
uestion 12: 1extbooks for teaching about the Ho/ocaust
lrom he responses submied by paricipaing Saes, i can be noed ha he overwhelm
ing majoriy o saes do no use disincive and comprehensive maerial while eaching abou
he lolocaus. lnsead, he maerial is mos oen incorporaed ino regular exbooks. Sae
responses sugges ha, in a number o OSCL counries (such as Germany, he UK, and Scan
dinavian counries), eachers are less inclined o use exbooks when dealing wih he lolo
caus, preerring insead o compile heir own maerial or o uilize maerial made available by
civiceducaion programmes or sources accessible hrough he lnerne. This approach has he
disadvanage ha he aduls responsible or he children wheher parens or educaors in
exracurricular aciviies do no necessarily know wha is being augh. There is also he risk
o eachers using maerial gahered rom unreliable sources ha is eiher inaccurae or inap
propriae or use in he classroom.
There are oher counries, however, where a dieren approach is being aken. The Russian
FederaIion serves as an ineresing example, where, prior o he poliical ransiion o he
!990s, here was hardly any maerial available on he lolocaus and where oday a ood o
lolocausdenial lieraure exiss. Dr. llya Alman o he Russian Research and Lducaional lo
locaus Cener in Moscow (ounded in !992 as he rs !ewish organizaion o his ype in Rus
sia) is he leading gure in developing and disseminaing lolocaus educaional maerial and
providing wih he endorsemen o he Russian Governmen boh !ewish and non!ewish
schools wih an adequae eaching basis.
The inormaion provided by saes indicaes a need or a more comprehensive review and
analysis o exising exbooks used in he OSCL area o each abou he lolocaus. A good ex
ample o such analysis is Dr. Monika Kovacs' aricle Treamen o !ewish Themes in lungarian
Schools, published in 2000 by he American !ewish Commiee, in which she provides a de
ailed analysis o various lungarian exbooks ha deal wih he issue o he lolocaus. ln her
aricle, Dr. Kovacs concludes: he exbooks exhibi a grea number o deciencies, gaps and
41
disorions in heir reamen o he lungarian lolocaus. An exper evaluaion o he ex
books employed in he OSCL paricipaing Saes is only possible on he basis o such deailed
sudies. Lxplici recommendaions on which exbooks o use can only be made on he basis o
such background work.
uestion 1J: Strategies for different age groups and /earning needs
ln heir responses, saes were no able o provide a comprehensive answer regarding sraegies
applicable o dieren age groups and learning needs. lnsead, many saes emphasized ha
he lack o sraegies consiues an obsacle o eaching abou he lolocaus, hus, a dieren
iaed approach o lolocaus educaion is imporan. Such an approach needs o be oriened
owards he age o he pupils and, above all, should ake ino consideraion heir various ehnic
backgrounds and he specic hisorical and poliical condiions o he respecive counry and
sociey. ln eiher case, a moralizing eaching o he opic is counerproducive, or i auomai
cally riggers deence mechanisms among pupils.
Age of students
Learning abou genocide a an early age can rigger deence mechanisms in young children.
This is a poin made in he Ausrian repor o he lTl. ln Ausria, his problem is o be ackled by
a projec called Naional Socialism and he lolocaus: Memory and Presen, which will provide
special eacherraining seminars and inservice eacherraining courses on age appropriae
ness in order o raise awareness o hese issues.
1eaching ConIenI According Io Age LeveI: 1he Lauder Javne Jewish
CommuniIy 5chooI in udapesI
HoIocausI FducaIion in FIemenIary 5chooIs
Sudens learn abou he subjec o he lolocaus in he ramework o lessons,
usually a a ime close o lolocaus Memorial Day. Conen includes:
3rd grade (8-9 years o! age) and 4Ih grade (9-10 years o! age)
Discussion o he lolocaus on he basis o !omm,s 8oo/ (by 8edrich lria),
which is abou he lie and ae o children who were vicims o he lolocaus.
Discussions abou persecuion and solidariy on he basis o he book !e///c/e
!//ngs (by Lve 8uning).
5Ih grade (10-11 years o! age)
Saan's Walz in Vienna waching a cional lm. The movie is abou he
riendship beween wo girls one !ewish, he oher Chrisian during he
era o he Naional Socialis regime. Aer he lm, he hisorical background is
discussed on a level suiable o his age group. There is an opporuniy o help
he children realize ha hey are alking abou he childhood o heir
grandparens' generaion, and hisory can hus come nearer o hem. Special
emphasis is placed on he analysis o he moral values, saemens, and orms
o behaviour shown hrough he sory and he characers o he movie.
6Ih grade (11-12 years o! age)
Through !/e //a/, of ^nne //an/ using he lm, he book, and he CDROM
maerial o he Anne lrank louse in Amserdam i is possible, or he rs
ime wihin he eaching process sared in hird grade, o ge o know he
hisorical characers and acs in a more scholarly way. Sudens paricipae
acively in he learning process and conduc research under he guidance o
heir eacher similar o he projec work o he secondaryschool secion. This
mehodological ransiion is also visible rom he ac ha, a he closing o he
projec, he sudens paricipae in he lolocaus Memorial Day evens o he
secondaryschool secion.
HoIocausI FducaIion in 5econdary 5chooIs
ln he secondaryschool secion, some segmens o lolocaus educaion are
incorporaed ino he ramework o various projecs. One o he mos imporan
characerisics o he projecs is ha in all he phases o he work rom
planning o he presenaion o he produc each member o he creaive
communiy made up o sudens and eachers akes an acive par in he eld
mos suiable or hersel or himsel. lour o eigh sudens work in a projec
group wih he head eacher or anoher exper, wih he excepion o summer
projec camps where here are many more sudens and eachers.
The NeIherIands' repor o he lTl poins ou ha he lolocaus should be augh in a way
ha is appropriae o he age o he sudens. l suggess ha one way ha eaching can be
adaped o sui he pupils' age is o ell personal sories where hose involved are he same age
as he sudens. ln he Neherlands, he sory o Anne lrank, which has become par o he
sandard reperoire o lolocaus educaion, represens unique access o he opic. Anne lrank
wroe her diary in he secre annex o a house in Amserdam, which can sill be visied oday.
Aside rom such a very personal experience, visiors can also ake advanage o he pedagogical
aids on oer. The responsible auhoriies here have developed and esed innovaive mehods
and conceps, opening up new ways or eachers and pupils o approach and work on he lo
locaus, as well as on curren orms o aniSemiism.
!6
The sory o Anne lrank is also presened
in a number o oher counries.
ln he UK, since lolocaus Memorial Day was iniiaed on 27 !anuary 200!, primary schools
have been encouraged o address aspecs o he lolocaus a he ages o !0 or !!. ln order
o inroduce children o he lolocaus, opics relaed o children are used, such as he Diary
o Anne lrank or he Kinderranspore (Childrens Transpors), he rescue eor ha brough
housands o reugee !ewish children o Grea 8riain rom Naional Socialis Germany beween
!6
See 50 (0es|/ons on ^n|/sem/|/sm (Amserdam, Anne lrank louse, 2005).
43
!9J8 and !940. The ocial direcive o he naional hisory curriculum or Lngland saes ha
pupils have o learn abou he lolocaus a he ages o !J or !4.
LaIvia
ln Lavia, pupils are inroduced o issues o lolocaus hisory in Grade 9
(approx. age !4) and are presened wih basic acs abou he naure o he
lolocaus. Dieren hisorical sources are employed primarily eyewiness
accouns and sories o simulae empahy, encourage reecion, and convey
social values. The overarching aim is o shape an awareness o human lie as
being o he highes value and develop a sense o olerance. This inroducion
akes place in social science lessons.
Lessons a he lower secondary level address he ollowing issues:
Wha was he lolocaus? Where and when did i ake place?
Who implemened he lolocaus and why?
Why were he Naional Socialiss able o implemen i?
Why did people do lile o preven i?
Why did individuals risk heir lie o help he vicims o Naional Socialism?
low did he vicims o he Naional Socialism perceive heir siuaion?
ln upper secondary classes, pupils sudy he lolocaus on a more academic
level, moving on o morecomplex and heoreical aspecs, e.g., he hisory
o aniSemiism and is various maniesaions, he causes and ideas o
race heory, he psychological, social, and economic acors relevan o he
lolocaus, he hisory o is realizaion in Luropean counries, wih special
emphasis on evens in Lavia, he role o Naional Socialiss and heir local
collaboraors, and aiudes o he lolocaus in he modern world.
lnroducing children o primaryschool age o he complex opic o he lolocaus is immensely
challenging, as such children lack a background in hisory, paricularly since hisory lessons are
chronologically srucured in mos counries. One sensible opion or his age group could be
olerance educaion oriened owards he discriminaion o minoriies.
Lthnic background
ln many OSCL saes, eachers have classes made up o pupils rom various backgrounds. This
muliculural dimension represens a considerable challenge or lolocaus educaion and de
mands new, wellconsidered approaches capable o coming o grips wih he muliehnic com
posiion o he classes. The opic o he lolocaus can, however, have an inegraive eec
when adolescens and children o migran socieies accep and absorb his chaper o he re
specive hos counry's hisory as par o heir own hisory. ln he course o 2004 and 2005,
in he Neherlands, several insiuions produced exhibiions, books, and CDROMs ha ocus
on he hisory o he Moroccan paricipaion in he Allied orces. These maerials have been
developed o make he eaching o he hisory o World War ll and he lolocaus more relevan
o all sudens.
ln a muliehnic class, or insance in France, he NeIherIands, eIgium, or Germany, i may
prove easier o sensiize pupils o he lolocaus when he genocide in Rwanda, wih which hey
may already be amiliar, is deal wih as a general inroducion. Some Armenian pupils rejec he
lolocaus as a opic i hey eel ha he experience o heir own people has no been given he
appropriae aenion. As or PoIand, i is undoubedly he case ha pupils are more likely o
recognize he specic persecuion o he !ews during Naional Socialism i he suering o non
!ewish Poles is also recognized. Alhough any comparison ha ries o equae oher genocides
wih he lolocaus should be avoided, menioning oher genocides can make he lolocaus
seem a more relevan issue o sudens. Acknowledging oher genocides rom he beginning
is also a way o avoiding he discussion moving away rom he lolocaus isel laer in lessons.
Whaever he case may be, wo hings mus be avoided: downplaying he lolocaus wih rela
ivis perspecives, or seing o a kind o rivalry beween vicim groups. This demands eachers
who possess indeph hisorical knowledge and who are capable o criically quesioning heir
own aiudes and views.
Alhough conceps or lolocaus educaion in muliculural classes are
sill lacking, he programme currenly being implemened in eIgium,
A CIassroom o! Di!!erence, is an example o a programme ha conrons
prejudice and sereoypes in he school environmen. Llaboraed by he Ani
Deamaion League, he programme addresses an array o issues: culural
ideniy, sereoypes and prejudice, sereoypes and discriminaion, inergroup
relaions, insiuional discriminaion, and inervenion sraegies. The Cenre
Luropeen !ui dlnormaion in 8russels endorses A Classroom o Dierence as
an example o a projecled iniiaive linking inerculural learning mechanisms
o Shoah educaion.
uestion 14: lntegration of nationa/ history in Ho/ocaust education
The inormaion provided by OSCL paricipaing Saes shows ha, in many counries, here is
a lack o public undersanding abou he relevance o he lolocaus in he eaching o naional
hisory. Some saes poin ou ha here is eiher no, or only a small, !ewish communiy in heir
counry, hus claiming ha here is simply no need or a lolocaus museum or memorial or or
a connecion beween eaching he naional hisory and he lolocaus. These aiudes reveal
a grave misundersanding.
Wih regard o lolocaus educaion, a number o OSCL saes have o consider no only he
hisory o he Nazi persecuion o he !ews ha ook place under he German occupying au
horiies bu also heir own involvemen during he period concerned. ln some counries, his
would include social exclusion and deporaion o !ews, in ohers, resricive enry condiions
or !ewish reugees.
45
ln hose OSCL saes where he lolocaus ook place, embedding he lolocaus in he broader
hisory o he respecive counry is indispensable. ln LaIvia, he hisory o he lolocaus is
augh no only on he basis o he example o Naional Socialis Germany bu also on he basis
o Lavian hisory maerials. The genocide policy implemened by he Nazi occupaion auhori
ies in Lavia during !94!!945 is sudied a schools, i.e.: he desrucion o !ewish synagogues in
Lavian ciies and owns, he creaion o !ewish gheos in several ciies in Lavia, he exermina
ion o 70,000 Lavian !ews and 20,000 Luropean !ews brough o Lavia, in Riga, Liepaja, and
oher ciies and owns o Lavia and a he Salaspils and RigaKaiserwald concenraion camps.
During lessons on Lavian hisory, pupils learn abou he arociies on he erriory o occupied
Lavia commied by German Naional Socialiss and heir local collaboraors and abou heir
responsibiliy or genocide. laving gained an undersanding abou he uniqueness o his par
icular kind o genocide, pupils hen learn abou examples where people showed courage and
solidariy and rescued !ews and where indierence was displayed. (Laiva's repor o he lTl)
ln addiion, he role he respecive local populaion played in he persecuion and murdering o
!ews has o be addressed. Collaboraion, radiional animosiy owards !ews, and enrichmen on
he basis o expropriaed !ewish possessions and propery are all aspecs ha have o be clearly
highlighed in his conex, or hey are jus as much a par o he overall hisorical conex as
he hisory o he suering iniced on he local populaion. This ocus on local collaboraion
is eviden in eIgium, where he governmen is nancing a research projec o deermine he
responsibiliy 8elgian auhoriies bore in deporing he !ewish populaion.
!us how crucial i is o incorporae naional and local hisory, including he recen pas, is
revealed by he example o osnia and Herzegovina. The major obsacles o eaching and
learning abou he lolocaus are he dieren inerpreaions o naional hisory. There are cur
renly hree inerpreaions ha are conesing or superioriy in he counry.
Anoher imporan ace is o clearly deermine he roles played by bysanders, perperaors,
and vicims. As he persecued may no be simply depiced as an anonymous vicim group,
so, oo, mus he perperaors be hauled ou o heir anonymiy. The aim o his is no o im
pose eelings o guil on pupils, which would in any case mos likely prove counerproducive.
l is problemaic, hough, when counries concenrae almos exclusively on rescue acions in
lolocaus educaion, blending ou he negaive grey areas o collaboraion and indierence.
The case o uIgaria is paricularly complicaed: on he one hand, 8ulgarians should undoub
edly be proud o how !ews were rescued, on he oher hand, he curren mehods o eaching
abou he lolocaus should also include inormaion on how he !ews rounded up in he course
o 8ulgarian erriorial acquisiions (4,!00 rom Greece, 7,280 rom Yugoslavia) were handed
over o he Germans in March !94J or deporaion o Treblinka.
Treaing he lolocaus as a paradigm or genocide or as a opic in olerance educaion is less
problemaic in counries ha were no involved in he persecuion o !ews han hose counries
ha have o address and deal wih he exclusion and deporaion o !ews rom he respecive
majoriy sociey. Teachers, oo, can approach he opic more easily and are able o srucure
heir lessons ree o inhibiive ears because hey do no have o call ino quesion heir own
amily hisory. The Unied Saes' repor o he lTl reers o six basic raionales ha go beyond
he acual eaching o acs, including: The lolocaus was a waershed even in he enire
hisory o humaniy, sudying he lolocaus helps sudens learn abou he use and abuse o
power and he roles and responsibiliy o ciizens, organizaions, and naions, sudens gain an
undersanding o he complexiy o he hisorical process hrough a sudy o he lolocaus.
These elemens are he resul o a longerm process in he Unied Saes o inegrae he lo
locaus ino school lessons. A special didacic approach had o be developed in order make he
exerminaion o he Luropean !ews accessible or he many pupils who have no direc social or
amilial connecion wih he lolocaus.
ln mos OSCL counries, i is necessary rs o each he hisory o he lolocaus in all is aces,
beore i is undersood in a broader sense as an elemen o civic and olerance educaion. lor
insance, he posiive role played by Turkish diplomas during World War ll would be suiable or
aking a posiive approach o he opic o he lolocaus. Turkish diplomas conribued o res
cuing persecued !ews, and he governmen helped Turkish !ews living in lrance o escape per
secuion by repariaing hem or aciliaing heir escape o Spain and laly. This imporan role
played by Turkey is generally unknown and should be aorded a key place in Turkish curricula.
lowever, World War ll is no a cenral opic in hisory lessons in Turkey, because according o
he !ewish Communiy o Turkey he counry was no involved in he war and mainained is
neuraliy unil he end o !94J.
Ho/ocaust education and Wor/d War ll
Treaing he opic o he lolocaus as par o World War ll, a pracice pursued by mos coun
ries, is no wihou problems. Placing he lolocaus in he specic conex o he respecive
naional hisory and he broader hisorical lineamens o an epoch is indispensable, reducing
he perspecive solely o World War ll can, however, generae he impression ha he lolocaus
was exclusively he resul o he war. While he war and he occupaion o large pars o Lurope
by he German Army enabled he Nazi apparaus o radicalize is persecuion and murder o
!ews, he murderous racial policy was no rs ormulaed in he course o he war bu was an
inegral and longsanding componen o Naional Socialis ideology. Subsuming he genocide
o he !ews wihin he hisory o World War ll only serves o reinorce he impression ha he
lolocaus was a consequence o he war and makes he comparison wih oher vicims o he
war appear o be legiimae (expellees, civilian vicims o carpe bombing, members o resis
ance organizaions or individuals, he vicims o he German occupaion).
lerein lies he source or he grave danger o relaivism: playing down he singulariy o he
lolocaus by drawing comparisons. This seemingly inheren danger o a runcaing conexu
alizaion in hisory lessons is reerred o by he Minisry o lealh, Welare and Spors in he
NeIherIands. ln is repor o he lTl, he Minisry oulines how he lolocaus is augh boh
wihin he hisory o he Third Reich and he racis ideology o he Naional Socialiss, as well as
in he hisory o he German occupaion o he Neherlands. The Minisry acknowledges ha,
o a cerain exen, his ocus on wha happened in he Neherlands is limiing. l poins ou
ha he addiional eaching maerials made available by NGOs and, above all, school exbooks
rarely discuss he hisory o he gheos in Lasern Lurope or he mobile deah squads (f/n-
sa|zg/0en). The ocus is very much on Wesern Lurope and specically he naional conex.
l he exerminaion o Luropean !ews is solely viewed in erms o he crimes and evens o
47
World War ll, hen here is lile progress o be made on he special didacic challenges acing
lolocaus educaion, which oen only rs emerge when he opic o he lolocaus is graned
is own place in lessons.
!7
uestion 15: Obstac/es to teaching and /earning about the Ho/ocaust
Various obsacles o eaching abou he lolocaus were idenied by he sae auhoriies, non
governmenal organizaions, !ewish communiies, schools, museums, and research insiues
or 33 saes. O he saes responding, 22 were unable o ideniy any specic diculies hey
encounered in presening he subjec o he lolocaus wihin he school curricula.
l can be concluded rom he inormaion received by he ODllR ha among he mos com
mon obsacles are: he lack o adequae eaching maerial, consrains making i more dicul
o elaborae on he lolocaus more exensively, he lack o adequae eacher preparaion, he
lack o adequae unding boh or eacher raining and exracurricular aciviies, he exisence
o prejudices and sereoypes among some eachers, and disagreemens on he raionales or
eaching abou he lolocaus and no oher genocides. Some counries poined ou he lack o
educaional sraegies on how o each abou he lolocaus in muliculural classes. Anoher
issue o paricular concern or some saes was ha he curren poliical siuaion in he Middle
Las reinorces sereoypes, prejudices, and aniSemiic aiudes. Moreexensive analysis o
he aoremenioned obsacles is provided below, wih examples idenied in some o he par
icipaing Saes.
lederal poliical sysems also generae problems in many counries, wih he absence o naional
curricula allowing signican regional dierences in educaional pracice o emerge. osnia
and Herzegovina is an example o he principal dilemma posed by ederalis poliical sruc
ures ha delegae responsibiliy or educaion o he regional level. Alhough 8osnia and ler
zegovina commied isel o including he lolocaus in he school curriculum a he Sockholm
conerence in 2000, !akob linci, head o he !ewish Communiy o 8osnia and lerzegovina, has
poined ou: Unorunaely, our educaional sysem is sricly divided along ehnic lines and
here is no insiuion on he sae level ha deals in educaion. Thus he obligaion we under
ook in Sockholm has no been implemened ye.
!8
Some counries describe in grea deail he obsacles ha can hinder lolocaus educaion and
are selcriical, whereas ohers are eiher simply no aware o any such hindering acors or
avoid addressing hem. A parallel can be drawn beween hose counries ha reuse o ac
knowledge obsacles o lolocaus educaion and hose ha ideniy a lack o any planned
lolocaus educaion. According o Dr. lannah Sarman o he lnsiue or Lhnic Sudies in
Ljubljana, !ews and he lolocaus are sill no gaining any signican public awareness and
aenion |in Slovenia.
!7
lalk Pingel, Unerrich ber den lolocaus. Line kriische 8ewerung der akuellen padagogischen Diskussion, in Lduard
luchs, lalk Pingel, Verena Radkau (eds.), /o/oca0s| 0no Na|/ona/soz/a//sm0s (lnnsbruck, Vienna, Munich 2002), p.!J.
!8
lnerview wih !akob linci, The lolocaus and he genocide in Srebrenica began wih words, published in he Croaian
newspaper v/esn//, 24 lebruary 2005.
One o he main problems in some counries (Germany, or example) is he widespread as
sumpion ha media aenion, especially in pivoal anniversary years like 2005, ransmis he
necessary inormaion and ignies ineres. The laes polls in Germany show ha despie he
broad media coverage o he issue 45.4 per cen o people up o 24 years old do no know wha
he erm lolocaus means (or 25 o 29yearolds, i is J0.2 per cen).
!9
8u since documenary
dramas, elevision discussions, lms, and eaure aricles ouch only on cerain aspecs o a com
plex issue and oen porray hisorical acs inadequaely or wihou he required balance, he
ood o inormaion is no subsiue or sysemaic hisory eaching in schools. This assumpion
is becoming a real problem oday, and i has a direc inuence on lolocaus educaion insoar
as he media ocus on liberaion anniversaries or oher imporan evens requenly generaes a
eeling o overload, arousing a disineres in he public and a reusal among young people and
children o learn abou he lolocaus in school. Moreover, his overdose o inormaion may
cause boredom and even laen hosiliy (IIaIy's repor o he lTl). And his can even apply o
eachers, who oen do no see i as heir responsibiliy o ocus on hisorical acs, especially
as here is a percepion ha pleny o inormaion exiss abou i elsewhere. (he UK's repor
o he lTl)
ln conras o oher naional repors, AusIria's repor o he lTl is very selcriical. Many o he
obsacles i menions are no resriced o Ausria alone and may be regarded as generally valid:
These obsacles are he resul o Ausrian hisory isel and is relaed narraives. The dier
en involvemen or concernmen o Ausrians as descendans o perperaors, bysanders or
simple members o he armed orces on he one side, or respecively vicims o racis ideology or
o poliical or religious persecuion on he oher is reeced in he way he Ausrian sociey re
membered or declined o remember he Nazi pas aer !945. Learning and eaching abou he
lolocaus has o ake his ino consideraion: i has o deal wih he individual narraives ha are
ransmied wihin amilies, dieren pars o he civil sociey as well as he ocial narraive.
The repor also draws aenion o he rend, prevalen ino he !980s, o reducing Ausria's role
during Naional Socialism o being he rs vicim o Naional Socialis Germany. The repor also
noes ha, even hough surveys show a decline in he disposiion o express aniSemiic belie
he educaional sysem sill has o encourage eachers o conron aniSemiic behaviour and
hough especially in he conex o discussing he crisis in lsrael/Palesine.
ln is repor o he lTl, Luxembourg poins ou ha eacher ineres in aking advanced rain
ing courses in human righs is currenly very low, and because hese courses eaure he lolo
caus, he opic is suering rom his general disineres.
Norway's repor o he lTl remarks criically ha he inormaion presened in exbooks is
requenly supercial and ha !ews are porrayed exclusively as vicims. ln addiion, i highlighs
a endency seen elsewhere or sudens o bring up oher opics oen associaed by hem wih
!ews, such as he Middle Las conic, during lessons inended o be specically devoed o he
lolocaus, wheher as a way o avoiding alking abou he dicul issue o he lolocaus or or
oher reasons. Such opics, alhough imporan issues in hemselves, can end up making claims
on ime ha should be devoed o he lolocaus.
!9
Poll conduced by he German TV programme // //s|o/, |o/|//-e/|gesc/e/en ogeher wih he German newspaper
//e ve/|. ^ |es| on //s|o/,, ZDl online, see also //e ve/|, 2J April 2005.
49
A repor by RlA Novosi's poliical commenaor, Marianna 8elenkaya, in lebruary 2005 indi
caes possible obsacles in he Russian FederaIion: Lessons on he lolocaus, racism and
xenophobia are or he ime iniiaives o inspired eachers. There are sill advocaes and op
ponens o he idea o inroducing a compulsory course on he lolocaus. There is he opinion
ha i he heme is imposed upon sudens, i migh cause a rejecion or even bring abou a
new wave o aniSemiism, as no every eacher will be able o explain why !ews suered. No
everyone will be able o draw a parallel wih wha is happening oday, o show wha xenopho
bia leads o and ha i is a shor way rom daubing swasikas on walls o he Auschwiz gas
chamber.
20
Some counries, such as 5Iovenia, menion ha eaching abou he lolocaus, which consi
ues a par o hisory classes, is addressed a he end o schooling, meaning ha he lolocaus
is eiher le ou or menioned only in passing.
2!

Anoher obsacle o lolocaus educaion in some saes is he ac ha hey are sill engaged
in organizing and implemening an eecive overall educaion and school sysem, or insance
in osnia and Herzegovina. These saes are orced o inves heir modes nancial resources
ino general improvemens o he school sysem, leaving hem unable o suppor eacherrain
ing measures in he area o lolocaus educaion.
ln many counries, he lack o nancial suppor rom governmen sources and he lack o na
ional policy awareness in eaching abou he lolocaus cause problems.
Texbooks are inadequae or, in some cases, do no even exis. ln he UniIed 5IaIes, major
exbooks devoe only J5 pages o chronological inormaion on he rise o he Naional Social
iss, World War ll, and he persecuion and murder o he !ews. Hungary poins o a cenral
concern: The lolocaus is no a subjec o he public discourse. There exis only an insucien
number o eachers ha have been specically rained o each o he lolocaus. (lungary's
repor o he lTl)
uestion 16: lnc/usion of other victim groups in Ho/ocaust teaching
Mos saes concluded ha oher vicims, such as Roma and Sini, !ehovah's Winesses, people
wih disabiliies, non!ewish Poles, Sovie prisoners o war, rade unioniss, poliical opponens,
prisoners o conscience, and homosexuals, are also menioned wihin lessons abou he lolo
caus. A moredeailed analysis o his phenomenon is provided below.
Victim hierarchies
The perperaorvicim relaionship remains he prevailing model or approaching and sudying
he lolocaus in mos counries. The percepion and recogniion o !ews as an auonomous
20
Marianna 8elenkaya, The lolocaus as discussed in Russian schools, in /0ss/an Ne.s ano /nfo/ma|/on ^genc, No.os|/,
hp://en.rian.ru/onlinenews/2005020J/J970!2J2.hml.
2!
lnormaion provided by Dr. lannah Sarman, lnsiue or Lhnic Sudies, Ljubljana.
vicim group was lacking in many counries or a number o years. !ewish vicims were sub
sumed under he caegory o resisance vicims. The enire hisory o he persecuion o he
!ews, which ensued neiher or poliical reasons nor due o he war, was ignored. Alhough
memorial sies, monumens, or commemoraive evens were dedicaed o he memory o he
vicims o he war, he !ews as vicims o mass murder hardly received a menion.
Clear similariies exis wih he siuaion in counries where he ghers agains ascism were
given prioriy over he vicims o ascism. ln laly, commemoraive services a Marzaboo
he village where he SS and regular German Army unis massacred he civilian populaion in
reprisal or parisan aacks a he end o Sepember !944 sood a he cenre o public aen
ion. !ewish vicims were rs commemoraed in special services much laer.
Similar acors are also eviden in lrance: memorial sies like Drancy or NazweilerSruho are
sill under he auhoriy o he Deence Minisry, and evens commemoraing deporaion were
dedicaed o resisance ghers or many years.
22
ln lrance, as in Germany, he broadcasing o he
American lolocaus elevision drama in !979 was he caalys or a rehinking. The lolocaus
became an issue wih a public dimension, and remembrance began o become par o collecive
memory.
Roma and Sinti
Unil recenly, he ocus was primarily on he principal vicims o he lolocaus he !ews and
he ae o Roma and Sini was no an inegral par o lolocaus educaion. Over he pas de
cade, however, more and more aenion has been given o oher vicims o Naional Socialism,
paricularly Roma and Sini and people wih disabiliies, bu also vicims such as homosexuals,
!ehovah's Winesses, and Slavs have been accorded heir righul place on he lis o vicims.
There are several compelling reasons o include in lolocaus educaion he experience o Roma
and Sini in Lurope under Naional Socialism. Roma and Sini have requenly been called he
orgoen people o Lurope. Unil recenly, Roma and Sini vicimizaion during Naional Social
is persecuion had been oally negleced, hough hisorical evidence srongly documens he
racial vicimizaion o Roma and Sini during he era o Naional Socialism. They were viewed by
he Naional Socialiss as racial enemies o he Aryan people. The small numbers o Roma and
Sini in Germany and he ac ha hey were viewed as less hreaening han he !ews limied
he iniial policies o he Naional Socialiss owards hem o isolaion in concenraion camps.
Neverheless, i is imporan o include hem in lolocaus educaion.
Roma and Sini were menioned in he various warcrimes rials aer World War ll, bu hey
were never acknowledged as equal racial vicims, which is somehing ha Rober l. !ackson,
he chie American prosecuor or he Nuremberg rials, laer admied in a repor o Presiden
larry S. Truman. This omission was urher compounded by Wes German cours, which unil
!96J reused o acknowledge ha Roma and Sini were, legally speaking, racial vicims o he
22
Mechhild Gilzmer, Die Shoah in der ranzsischen Lrinnerungskulur, in a//c0c/ f0/ ^n|/sem/|/sm0sfo/sc/0ng !J (2004),
pp. 2!J228.
51
Naional Socialiss.
2J
Anoher reason or his neglec is he ac ha hisoriography and he
eaching o hisory canno proceed wihou he educaed elies ha perorm hose asks. Roma
and Sini had no such elies, neiher beore nor direcly aer he war.
24
And while he lolo
caus was principally abou !ewish vicimizaion, he ac canno be ignored ha he Naional
Socialiss also considered Roma and Sini, along wih people wih disabiliies, lie unworhy
o lie. To compleely undersand he evoluion o Naional Socialis racial policies, paricularly
owards he !ews, heir principal racial enemies, we mus also look a he parallel evoluion
o he disinc policies adoped or !ews, Roma and Sini, and people wih disabiliies. This is
crucial or undersanding how he Naional Socialiss moved rs rom policies o isolaion and
serilizaion in he !9J0s o a programme o mass murder in he !940s. Given ha he search or
jusice is eernal, a case can hereore be made or sudying he ae o Roma and Sini under he
genocidal policy o he Naional Socialiss. As Lurope's orgoen people, hey deserve respec
and appropriae coverage in lolocaus educaion.
l is, in any case, imporan o each and sudy abou he various vicims o he Naional Socialis
genocide in order o beer undersand he breadh o racial hared. Naional Socialis Germany
came o be he drain o all he collecive prejudices o Wesern civilizaion, wheher i was
agains he !ews, Roma and Sini, homosexuals, or oher groups.
2J
Drexel A. Sprecher, /ns/oe |/e N0/emce/g !//a/. ^ |/osec0|o/s Com/e/ens/.e ^cco0n|, Vol. l (Lanham, Universiy Press o
America, !999), pp. 78.
24
Andrzej Mirga, lor a Worhy Place Among he Vicims. The lolocaus and he Lxerminaion o Roma During World War ll,
in !olana Ambrosewicz!acobs, Leszek londo (eds.), v/, s/o0/o .e |eac/ aco0| |/e /o/oca0s|? (Krakow, !agiellonian Uni
versiy, lnsiue o Luropean Sudies, 2005).
On he basis o sae responses, he ollowing is a hemaic lis o good pracices currenly under
way hroughou he OSCL region. l is imporan o noe ha he lis, which is based on prac
ices submied by he OSCL saes and NGOs, is no exhausive, and i includes hose pracices
ha may serve as a posiive model or oher counries.
1. 1eacher Iraining
AusIria: The lederal Minisry o Lducaion, Science and Culure organizes an annual inser
vice eacherraining course called Naional Socialism and he lolocaus: Memory and Presen,
where more han !00 paricipans are presened wih he laes research ndings, publicaions,
and mehodological approaches o eaching abou he lolocaus. Pedagogical insiuions in
all nine ederal provinces conduc similar evens. Ausrian eachers also paricipae in inservice
seminars a Yad Vashem in !erusalem.
Russian FederaIion: ln 200!2002, he Swedish Lmbassy in he Russian lederaion iniiaed a
lolocauseducaion programme called Living lisory. A number o seminars were organized
in Russian owns, and eaching maerials were ranslaed ino Russian and made available o
he public.
5erbia and MonIenegro: The !asenovac Commiee o he loly Synod o 8ishops o he
Serbian Orhodox Church was esablished in 200J o promoe he memory o he vicims o
he !asenovac concenraion camp. ln summer 2005, he rs raining seminar or eachers em
ployed in heological high schools was held. Members o he !asenovac Commiee have aken
par in lolocaus seminars a Yad Vashem and a he Unied Saes lolocaus Museum. (liero
monk !ovan Culibrk, Coordinaor o he !asenovac Commiee o he loly Synod o 8ishops o
he Serbian Orhodox Church)
5weden: The Swedish Living lisory lorum, ounded in !998 in Sockholm (o promoe eors
or democracy, olerance, and human righs, wih he lolocaus as is saring poin), and now
Sweden's leading insiuion or lolocaus commemoraion, organized seminars in !998 and
200! on lundamenal Values and he lolocaus, which were aended by some J,500 eachers.
Wih he Living lisory projec, iniiaed by he Swedish prime miniser, awareness o, and iner
es in, he lolocaus in schools increased due o a naionwide inormaion campaign ocusing
on a specic eaching elemen. The Living lisory lorum has provided seminars on lolocaus
educaion, which included boh heory and didacics. A sudy on behal o he American !ewish
Commiee looking a Swedish pupils' knowledge abou he lolocaus in !999 showed ha
Swedish young people had a very high level o knowledge abou, and aiude o he imporance
o, he lolocaus as a subjec, compared o young people in oher counries (Sweden's repor
o he lTl). A survey by he same organizaion in MarchApril 2005 produced similar resuls.
25

Lxamples o Good Pracices
25
Thinking abou he lolocaus 60 Years Laer. A Mulinaional PublicOpinion Survey. Conduced or he American !ewish
Commiee by TNS Sores, MarchApril 2005, see: hp://www.ajc.org/lnTheMedia/PubSurveys.asp?did~!589.
53
Furo-Asian Jewish Congress: Armenia, Georgia, Kazakhsan, Kyrgyzsan, and Moldova pro
vide an example o jus how successul inernaional suppor can be. ln 200J2004, wihin he
projec Tolerance Lessons o he lolocaus, he LuroAsian !ewish Congress rained each
ers rom he abovemenioned counries on how o each abou he lolocaus. Lxpers rom
Moscow, Kyiv, and 8ishkek delivered lecures and headed workshops ocusing on mehods or
eaching abou olerance and he lolocaus. The eachers also received didacic maerials.
UniIed 5IaIes: The AniDeamaion Leagues 8earing Winess Program or religious educaors
helps eachers examine aniSemiism and he lolocaus as a saring poin or addressing issues
o diversiy in conemporary sociey. ls goal is o successully implemen lolocaus educaion
in religious schools. ln order o do his eecively, eachers work o conron and acknowledge
he hisory o he lolocaus, including he role o churches and oher religious insiuions. This
programme is a collaboraive eor beween he AniDeamaion League, he Archdiocese o
Washingon, DC, and he US lolocaus Memorial Museum. lniially oered only in Washingon,
he programme has now expanded and was oered in ve US ciies in he summer o 2005.
2. FxIra-curricuIar acIiviIies
eIarus: A group o secondaryschool sudens underook an iniiaive o creae a websie on
he lolocaus in he Novogrudok region wih he assisance o he Museum o lisory and
Regional Sudies in Novogrudok. Groups o sudens are also involved in esablishing heir own
school museums devoed o he subjec o he lolocaus. Some sudens carry ou exracur
ricular aciviies aimed a keeping auhenic lolocaus sies in order, and hey hold commemo
raion ceremonies and deliver lecures o oher sudens a he same school.
Czech RepubIic: ln he Czech Republic, he projec Neighbours Who Disappeared was
launched in !999 by he Lducaion and Culure Cenre under he auspices o he Oce o he
Presiden o he Czech Republic and wihin he ramework o he lolocaus Phenomenon proj
ec. l was cosponsored by he Lducaion Minisry. ls purpose is o search or people who
disappeared during World War ll and o encourage sudens beween !2 and !8 years o age
o ask quesions abou he aes o people who disappeared in heir immediae neighbourhood
during he war. The projec is possible because o he changed poliical climae aer !989, he
opening o archives, and he presen condiion o !ewish monumens. (he Czech Republic's
repor o he lTl)
FinIand: During a visi o he Auschwiz8irkenau concenraion camp, a group o linnish pu
pils were given a phoo o a man who perished in he lolocaus. The phoo was aken in linland
in !9!!. The pupils underook exensive research in heir area o ideniy who was porrayed in
he phoo.
LiIhuania: ln 2004, dieren organizaions and secondary schools organized an educaional
projec called The Living lisory o Lihuanian !ews. There are now plans o urn his projec
ino an annual even. The iniiaive promoes he collecion o maerial abou he culural, re
ligious, poliical, and public lie o !ews in he respecive ciies beore World War ll. A series o
evens, aended by some 2,000 sudens, were organized in parallel wih his projec hrough
ou Lihuania.
Examples o! Good PracIices
Luxembourg: A mulidisciplinary projec called Conre l'Oubli Agains lorgeing, which
is being carried ou by a secondary school, ocuses on an inormaion and consciousnessrais
ing campaign. An awarenessraising campaign wihin he projec involved a ravelling exhibi
a he sie o he NazweilerSruho concenraion camp in Alsace, roundable alks, and a
pedagogical brochure. ln addiion, a !2minue documenary was produced and can be used
as pedagogical maerial.
UniIed Kingdom: ln conras o he majoriy o is Luropean parners, here are no auhenic
sies relaing o he lolocaus in he UK. Any sudens wishing o visi a sie mus ravel o anoher
counry. A number o schools and colleges organize visis o sies abroad (a heir discreion). The
lolocaus Lducaional Trus akes groups o eachers and sudens on woday visis o Auschwiz
8irkenau. Over he las six years, some J,200 people have paricipaed in such rips. Many schools
visi he Anne lrank louse in Amserdam. The majoriy o schools, however, visi hisorical exhibi
ions in he UK, such as hose a 8eh Shalom, he !ewish Museum, and he lmperial War Museum.
3. 5chooI excursions: visiIs Io siIes/memoriaIs
Canada: ln Manioba, a number o NGOs promoe rips or sudens and educaors o Luro
pean lolocaus sies. Since !985, or insance, 8'nai 8rih Canada has sponsored a biannual
lolocaus and lope Lducaors' Sudy Tour or Canadian eachers, which provides an inensive
hreeweek programme o visis o auhenic sies in Germany and Poland.
The Asper loundaion lolocaus & luman Righs Sudies Program in Winnipeg sponsors an
annual suden ravel programme or Grade 9 sudens in Manioba. The programme includes a
visi o he U.S. lolocaus Memorial Museum in Washingon.
eIarus: Pupils rom Pinsk ook par in he resoraion o communal places o burial and also
cooperaed wih he !ewish Communiy and local auhoriies o organize an ar compeiion
eauring auhenic lolocaus sies.
eIgium: The Democracy and 8arbarism Uni o he lrench Communiy organizes visis o au
henic sies o remembrance and sudy rips o Auschwiz8irkenau. O paricular noe is a rip
called /e|o0/ a0x so0/ces oe ./es .o/ees (8ack o he roos o solen lives), which was organized
by he uni in 2002. This innovaive projec sen J0 sudens on a sudy rip o Auschwiz, along
wih hree lolocaus survivors. The survivors included a 8elgian o Polish!ewish origin depor
ed rom he gheo o 8endzin in Poland o Auschwiz, a 8elgian resisance member depored
o Ravensbrck, and a 8elgian lawyer, Simon Gronowski, who, as an !!yearold during he war,
managed o escape rom he 20h deporaion rain o Auschwiz. The group was accompanied
by a eam o journaliss, which resuled in considerable media aenion and posiive awareness
raising iniiaives wihin school environmens. lnokis conaining a brochure, CD, and video o
he even were produced. The projec conrmed he emoional imporance and he power o
esimonies rom survivors in he process o lolocaus educaion and awarenessraising.
France: Cooperaion beween he Minisry o Lducaion, local governmen, he local educa
ion auhoriies o Nice and he Alpes Mariimes led o organized visis o auhenic sies such
as he NazweilerSruho and Auschwiz8irkenau concenraion camps.
55
Russian FederaIion: The Russian Research and Lducaional lolocaus Cener organizes sum
mer youh expediions o auhenic lolocaus sies in order o commemorae he vicims. lere,
sudens inscribe memorial words on monumens.
4. MeeIings wiIh HoIocausI survivors
AusIria: Through is inservice raining or eachers, he sae assiss schools in inviing winess
es, survivors, and vicims o Naional Socialism o give lecures and lead discussions. The gov
ernmenal auhoriies provide schoolspecic publicaions and survivors' esimonies (see Par
8 or more examples).
5. 5chooI compeIiIions
eIgium: Lssay compeiions are held or sudens on he subjec o he lolocaus. Prizes in
clude a diploma awarded by he jury, a cash prize o !25 euros, and an inviaion o ake par,
ree o charge, in an annual sudy visi o Auschwiz8irkenau. ln addiion, he Primo Levi Prize
rewards young people who design a projec ha conribues o communicaing he memory o
he Naional Socialis crimes and genocide and conexualizes i wihin he ramework o curren
orms o exclusion, persecuion, ec. The Primo Levi Prize is inended or echnical, proessional,
and arisic secondary schools, or nonuniversiy higher educaion, and or youh movemens.
Norway: The miniser o educaion awards a special annual 8enjamin Prize o he school ha
has disinguished isel in working agains racism and discriminaion. The award is named aer
a !5yearold boy who was he vicim o a racially moivaed murder by a group o neoNazis.
6. 5IudenI exchanges
France/Germany: During he period 200!200J, groups o pupils rom Lyon, lrance, and
Mannheim, Germany, worked ogeher or he rs ime on a research projec on children
hidden in lzieu who originally came rom Mannheim. As a resul o heir research, a hisorical
exhibiion called MannheimlzieuAuschwiz was opened on 27 !anuary 2004 in 8erlin by he
presiden o he German 8undesag and Ms. Simone Veil.
During 200J2004, a French-IIaIian exchange programme was iniiaed ha involved pupils
rom 8elley, lrance, and Nonanola, laly. The louse o lzieu and he Villa Lmma de Nonanola
(near Modena), where children were saved rom deporaion, proposed ha eachers have heir
pupils work on a comparaive sudy o places o resisance and deporaion. The rs session
ook place in April 2005 in lrance and he second in May in laly.
PoIand: The lorum or Dialogue Among Naions is a nongovernmenal organizaion whose
mission is o eradicae aniSemiism, prejudice, and sereoypes hrough conducing various
seminars, workshops, and exchange programmes. The lorum addresses dicul quesions aris
ing rom he lolocaus experience in Poland and promoes undersanding and respec among
individuals, naions, religions, and culures. Among is aciviies are various inerehnic mee
ings, muliculural educaion projecs or schools, and he publicaion o educaional maerials.
The lorum believes ha inergroup conac is a ruiul pedagogical aciviy ha can lead o
a decrease in aniSemiism. The lorum has organized a number o youh meeings ha bring
ogeher !ewish and non!ewish Poles. During hese evens, he paricipans orm mixed groups
o !0 sudens, and ake he opporuniy o ge o know one anoher and ulll cerain asks.
Such cooperaive learning echniques are eecive in reducing exising prejudices. ln 2004,
he lorum's evaluaion research showed ha hese meeings signicanly reduce aniSemiism
among non!ewish Polish youh, while !ewish sudens become much more open or dialogue
wih heir non!ewish parners.
7. 5IraIegies !or deaIing wiIh diversiIy in a cIassroom
IIaIy: During heir presidency o he lTl, he lalian chair held a seminar a he end o lebruary
2005 in Monecaini ha deal wih he opic Teaching he Shoah in Muliculural Socieies:
Resisances, Problems, Pedagogy. Represenaives and school inspecors rom mos provinces
in laly were presen. Through is inclusion o provincial delegaes, he seminar could generae
considerable muliplier eecs (see Par 8 or more examples).
8. NGO-organized schooI seminars/evenIs
Canada: The lreeman lamily loundaion lolocaus Lducaion Cenre, ounded in !999 and
locaed in he Asper !ewish Communiy Campus in Winnipeg, provides presenaions, speakers,
and programmes or sudens and eachers in Manioba involving permanen exhibis, including
phoographs, original documens, and areacs donaed by Manioba survivors and heir ami
lies. lurher deails are available a: hp://www.jewishwinnipeg.org/holocaus.hmleducaion.
9. HoIocausI remembrance/commemoraIive ceremonies
eIgium: The Auschwiz loundaion has made available o he public a ravelling eaching
exhibiion called The World o he Concenraion Camps and he Nazi Lxerminaion Policies in
Their lisorical Conex, !9!4!945. Through some 250 phoographs, he exhibiion explains
he muliple causes and complex processes ha led o one o he greaes disasers in hisory.
uIgaria: lolocaus Memorial Day is marked in schools wih a special lesson called !0 March:
Lesson o Digniy. The commemoraion involves meeings wih survivors, visis o monumens
and oher sies, ar and essay compeiions on he opic, and research ino dieren inormaion
sources (phoos, documens, lierary exs, and newspaper aricles).
LaIvia: Naional lolocaus Memorial Day alls on 4 !uly, as designaed by he Lavian parlia
men. The Museum o !ews in Lavia (opened in !uly 2004), he Museum o he Occupaion o
Lavia: !940!99!, he Museum o Lavian lisory, and he War Museum all presen exhibis
on he lolocaus. Moreover, here are many local museums ouside o he capial, as well as
ravelling exhibiions, ha are open o viewing hroughou he counry.
5erbia and MonIenegro: The !ewish lisorical Museum in 8elgrade cooperaes wih cer
ain local auhoriies in organizing lolocaus commemoraion evens. The annual Ocober com
memoraion evens are held in he village o Zasavica. They are dedicaed o he local !ewish
vicims and !ewish reugees rom Ausria and oher Luropean counries who were murdered
57
by he Naional Socialis occupans in !94!. ln 2002, he !ewish lisorical Museum in 8elgrade
organized commemoraion evens, including an exhibiion, discussions, and wo commemora
ions in Zasavica.
5wiIzerIand: ln 2002, he Swiss Governmen unded a ravelling exhibiion documening he
resuls o he lndependen Commission o Lxpers headed by Proessor !eanlranois 8ergier.
Oher ravelling exhibiions include / //s|o//e ces| mo/ (a collecion o esimonies). An Anne
lrank exhibiion was shown a he !ewish Museum o Swizerland in 200J.
UniIed Kingdom: lolocaus Memorial Day in he UK is marked by a naional even ha is
aended by governmen gures, lolocaus survivors, and ohers. This even has been held in
London, Mancheser, Ldinburgh, and 8elas. Regional and communiy evens are also encour
aged, wih hundreds o small groups such as churches, amnesy groups, schools, universiies,
and own councils holding local evens or he public and heir own communiies. The lome
Oce provides unding as well as a Local Aciviies Pack o assis groups in organizing such
evens. The Deparmen o Lducaion and Skills produces maerials or lolocaus Memorial
Day. These maerials are designed specically or lolocaus Memorial Day, no or lolocaus
educaion in general.
10. DeveIopmenI o! educaIionaI IooIs/resources
France: ln 2004, he Minisry o Naional Lducaion disribued o middle and secondary
schools a DVD wih a summary o Claude Lanzmann's lm Shoah.
Hungary: An ousanding example or lolocaus educaion is a programme run by he Lauder
!avne !ewish Communiy School in 8udapes. While his comprehensive, houghul programme
is no ranserable o oher schools, hey can cerainly uilize and pro rom he experience
gained in ormulaing subsecions o he programme (or more inormaion, see Quesion !J:
Sraegies or dieren age groups and learning needs).
One o he iniiaives o he lannah Arend Associaion was he publicaion o a guide o help
eachers, which includes descripions o icebreaking and communiybuilding exercises, cur
riculum plans, and new resources. Lve 8uning's !e///c/e !//ngs is he rs book or younger
children published in lungarian on he lolocaus (hp://www.hae.hu).
IIaIy: As he lTl chair, laly se up is own websie (hp://www.isruzione.i/shoah), where inor
maion on he lTl and urher indeph inormaion on he heme o lolocaus educaion are avail
able. lnormaive and helpul, especially or eachers, is he Union o he lalian !ewish Communi
ies' sie Giorno della Memoria (hp://www.ucei.i/giornodellamemoria/2005/index2.hm).
The Memoria lm projec: he uniqueness o his projec resides in how he proagoniss are
lmed while relaing heir experiences a he places where he evens ook place (he !ewish
quarer in Rome, in he prisons o Milan, Rome, llorence, Triese, and Genoa, he Risiera di San
Sabba camp, he lossoli ransi camp, Milan cenral saion, ec.). Anoher unique eaure is
ha he inerviews are no conduced by journaliss or media gures bu by recognized exper
hisorians, who have underaken exensive preparaory research ino he paricular aspec o be
addressed and are amiliar wih he circumsances o every single inerviewee. The sories and
eyewiness accouns reold in Memoria are drawn rom he ^/c//.o oe//a /emo//a (Archive o
Memory), esablished in !99J, and made possible by privae nancial sponsors, he presiden
o he Advisory Council o Minisers o he Lombardy region, and he Minisry o Lducaion and
Culural Aairs. Togeher wih addiional maerials, he lm was issued o schools in a lolo
caus Lducaion Ki, nding use in more han J,000 classes.
The Children o he lolocaus Associaion, in cooperaion wih he PROLDl publishing house,
creaed a documenary on lalian lolocaus survivors. This documenary wen on o become
par o he lolocaus Lducaion Ki or schools.
A communiy iniiaive o build a lolocaus memorial a an underground railway saion in Mi
lan, rom where lalian !ews were ranspored o Auschwiz, has been developed by he group
8inario 2!. The group has also developed a websie wih general inormaion on he lolocaus
(hp://www.binario2!.org).
NeIherIands: ln 2005, he Anne lrank louse in Amserdam published a guide eniled //f|,
(0es|/ons on ^n|/sem/|/sm. Through quesions and answers, he book provides he reader wih
he insigh ino he exising phenomena o aniSemiism. One o he subjecs given closer scru
iny is he relaion o aniSemiism o he lolocaus.
5Iovenia: A group o researchers nanced by he American !ewish !oin Disribuion Com
miee and Claims Conerence carried ou a projec called !ews and AniSemiism in Slovenia:
lolocaus and Lradicaion o Memory. The projec aims o change he saus quo o lolocaus
educaion in Slovenia. A comprehensive plan or lolocaus educaion and awarenessraising
maerial will be submied o he Slovenian Minisry o Lducaion and Spor.
The projec reposes on wo cenral hypoheses: !) ha he memory o he Prekmurje !ews, and
oher depored persons and amilies on he Slovenian erriory, was ecienly suppressed and
eradicaed aer !945 in all public spheres, and 2) ha he coninuing crypic presence o !ews
comprises a characerisic o he Slovenian ype o aniSemiism a leas since mid!9h cenury,
reerred o in he exan lieraure as 'aniSemiism wihou !ews' whose immediae eec is
he 'crypoSemiic' aiude o he !ews in Slovenia, a siuaion sill aecing an esimaed J00
!ews in Slovenia, !50 o which are enrolled members o he !ewish Communiy.
Twelve years ino Slovenian independence, he knowledge on !ews and he lolocaus are sill
no gaining any signican public awareness and aenion. The enire sory o he lolocaus
in Slovenia has no been ye old. Despie he smallness o Slovenian erriory and is pre and
posWWll !ewish populaion, he Slovenian lolocaus sory can be described as a microcosm
o he lolocaus hisory in Cenral Lurope. The projec resuls will no only enable he !ews in
Slovenia o reclaim heir hisory, hey also aim a a basic research or consrucing an educa
ional program or high school and universiy level sudens, and providing maerial or sys
emaic educaion and consciousnessraising o he broader public in Slovenia on !ews and he
lolocaus. (Dr. lannah Sarman, lnsiue or Lhnic Sudies, Ljubljana)
59
5wiIzerIand: The Documenaion Cenre !ewish Conemporary lisory conducs projecs o
secure, process, and mainain hisorical archives o he main !ewish organizaions o Swizer
land (hp://www.az.ehz.ch/english/sdokusellen.hml). The hisorical archives o he Swiss
Union o !ewish Welare Organizaions conain almos !5,000 single dossiers, which are o
cenral imporance or he reugee hisory o Swizerland and Lurope. An ongoing projec is
preparing hem o be o use as a research daabase. Topics addressed include: economic and
nancial relaions beween Swizerland and he Third Reich, eors made by some Swiss ciizens
o rescue !ewish vicims o he lolocaus, and social inegraion and social exclusion.
During Remembrance Day in Swiss schools (on he occasion o he naional lolocaus memorial
day), he organizaion Swiss Diplomaic Documens gahered and published online documens,
inended especially or eachers. The documens covered he ollowing opics: he rs inorma
ion abou he lolocaus o reach Swizerland, reacions o he exisence o Auschwiz in !944,
and measures aken in Swizerland o suppor children rescued in 8uchenwald.
UniIed 5IaIes: 8esides permanen exhibiions, here are many special exhibiions relaed o
dieren aspecs o he lolocaus, such as he use o medicine by Naional Socialiss or he
experiences o children during he lolocaus. The Unied Saes lolocaus Memorial Museum
in Washingon has designed an exhibiion, called Remember he Children: Daniel's Sory, or
children aged 8 and above. Daniel's Sory, based on he acual experiences o children dur
ing he lolocaus, vividly ells he sory o a German !ewish boy's lie beween !9JJ and !945.
Overhead narraion, diary pages, and walkhrough environmens help visiors o see hrough
Daniel's eyes he increasingly resricive laws and random violence agains !ews, as well as his
amily's orced move rom heir comorable home o he Lodz gheo in Poland, heir rans
por o a concenraion camp, and Daniel's lie ollowing liberaion. Daniel is never picured,
and he is no given a las name. The exhibiion was creaed wih he assisance o a number o
expers. The exhibiion has been shown in he Unied Saes and abroad. On J0 March 2005,
his newly reurbished special exhibiion was reopened in he Unied Saes lolocaus Memorial
Museum.
The exhibiion Lie in Shadows: lidden Children and he lolocaus (Unied Saes lolocaus
Memorial Museum) provides young people wih he opporuniy o empahize wih he ae
o hese children. To aciliae access or ineresed children living ouside he US, he Unied
Saes lolocaus Memorial Museum has also se up a websie ha relaes ve sories o hidden
children and includes a sudy guide and an annoaed bibliography.
The ollowing observaions can be made in response o he inormaion provided by he OSCL
paricipaing Saes.
The majoriy o saes indicaed ha he lolocaus is a mandaory subjec wihin ocial school
curricula, neverheless, only a ew counries noed he inclusion o he opic o he lolocaus
wihin school or naional examinaions. Mos o he similariies beween he saes relae o
pedagogical issues, such as he age a which pupils are augh abou he lolocaus and he
ime devoed o he subjec.
The necessiy o enrusing wellrained eachers wih he ask o lolocaus educaion may be
regarded as universally applicable o all OSCL saes, as is he requiremen or embedding he
lolocaus in a broader hisorical conex.
ChaIIenges idenIihed by O5CF sIaIes in reIaIion Io Ihe impIemenIaIion o! HoIocausI
educaIion incIude:
!. The lack o raining or eachers and/or lack o adequae eaching maerials,
2. Time limiaions wihin he curriculum,
J. lnadequae raining or educaional sraegies argeed a eaching abou he
lolocaus wihin muliculural learning environmens,
4. Diculies in dealing wih issues conneced o he curren poliical siuaion in
he Middle Las,
5. The exisence o prejudices and sereoypes among some educaors, and
6. Disagreemens over he raionale or eaching abou he lolocaus and is
relaionship o oher genocides.
8ased on hese idenied challenges, i is clear ha urher work on he saus o lolocaus
educaion, as well as criical analysis o he achievemens o educaional projecs in OSCL saes,
is needed.
ln ligh o he exibiliy and discreion oen aorded o eachers in deermining he ime
commimens and approaches aken in presening he opic o he lolocaus, i is clear ha
eachers play a vial role in he eld o lolocaus educaion. ln order o achieve a genuine
improvemen in lolocaus educaion, i should be made a prioriy, and he necessary unds
should be allocaed owards he inensive raining o eachers. ln many OSCL saes, naional
auhoriies sill do no ake an acive role in organizing eacherraining evens or in developing
ools and resources on he lolocaus or use by eachers. Many counries noed ha eachers
are oen hesian o each abou he lolocaus since hey do no eel qualied in he subjec
or in some cases lack moivaion. l is clear rom he sae responses ha here are oo ew
opporuniies or eachers o urher heir compeence in he area o lolocaus educaion in
mos counries. Proound hisorical knowledge o he lolocaus and adequae pedagogical
mehods are, however, he indispensable prerequisies or achieving eecive and susainable
lolocaus educaion.
Conclusions
61
8ased on he experiences o OSCL saes in eaching abou he lolocaus, i can also be con
cluded ha, in order o be eecive and relevan or sudens, here is a need o ensure ha he
subjec is presened in a way ha enables pupils o grasp he relevance o he lolocaus and o
undersand he hisory o World War ll and he lolocaus as a shared hisory.
l is also clear rom he sae responses ha naional lolocaus memorial days provide an im
poran opporuniy o address he opic o he lolocaus in schools, o supplemen wha is
augh in schools, and o underline he naional imporance o lolocaus remembrance o he
wider public. lolocaus museums also provide an opporuniy o learn abou he lolocaus
ouside he classroom and are especially imporan or hose counries ha do no have auhen
ic sies ha can be visied. They also srenghen he imporance given o remembrance evens.
ln addiion, !ewish museums provide an opporuniy o address no only he lolocaus bu also
or sudens o become amiliar wih oher aspecs o !ewish hisory and culure raher han only
ocusing on !ews as vicims o he lolocaus.
Those counries ha are members o he lTl have, on average, moreexensive and beerdevel
oped mehodologies or eaching, researching, and commemoraing he lolocaus. Lxamples
rom lTl counries demonsrae ha exchange programmes ha bring ogeher educaors rom
dieren counries and provide opporuniies o exchange experiences and pracices can sig
nicanly improve he way in which he lolocaus is augh. l is hereore imporan ha op
poruniies or inernaional cooperaion and collaboraion coninue o be pursued.
Cohclusiohs
The lolocaus is a hisorical caesura in human hisory and he opic should hereore be reaed
as a basic minimum requiremen in educaional curricula, regardless o he roles individual
saes played during he ime o he lolocaus. ln addiion o undersanding he ways in which
heir own hisory relaes o ha o he lolocaus, sudens increasingly need o undersand he
ways in which oher groups have been aeced by he lolocaus.
Dehning Ihe HoIocausI
!. ln order o undersand and concepualize he erm lolocaus, i is imporan
o develop a ramework or dening i. Subsuming he millions o non!ewish
vicims under he erm lolocaus should be avoided in order o preserve
he singulariy o he lolocaus even. An agreed, uniorm deniion ha
is accepable o all OSCL saes would be desirable as a basis or urher
developing lolocaus educaion.
5chooI curricuIa
2. l is imporan ha he subjec o he lolocaus becomes a par o he ocial
school curricula o all OSCL saes.
1exIbooks and Ieaching maIeriaIs
J. While exbooks and aids or eachers should address he respecive relaionship
o each counry o he lolocaus, i should no be orgoen ha he even
represens a global and hisorical caesura in human hisory and should be
porrayed accordingly.
4. 8esides a horough analysis and subsequen improvemen o he exbooks, i
is recommended ha expers compile eaching maerials (boh specic conen
relaed and educaionaldidacic) or each counry. ln his way, ideas could also
be gahered or developing meaningul projec work. lere, individualizaion
o he vicims is a very imporan way o reach a gaeway o he hisory o he
lolocaus.
1eacher Iraining
5. There is a need or increased and improved eacher raining o improve he
abiliy and condence o eachers in inroducing a opic as sensiive as he
lolocaus ino he classroom.
6. Teacherraining seminars need o be suppored by he sae and, besides
imparing acual knowledge, mus also include mehodological approaches
and psychological aspecs o lolocaus educaion. l eachers are no
suppored, or insance in learning how o deal wih heir own diculies or
even prejudices, hen he work in lessons suers grealy.
Recommendaions
63
7. Diminishing ineres in he lolocaus has led o a decrease in he number o
courses on oer in some counries. l is imporan o mainain he coninuiy
and availabiliy o raining or eachers, bearing in mind ha new approaches
can oen simulae increased ineres in he subjec.
8. The inernaional exchange o expers working in he eld o lolocaus
educaion and inernaional eacher conerences should be encouraged. This
would allow or an exchange o bes pracices across saes.
MemoriaI siIes
9. Suden excursions o auhenic memorial sies should be encouraged as a valu
able learning experience. Such excursions promoe a meaningul engagemen
wih, and empahy or, he realiies encounered by lolocaus vicims.
!0. Teacher seminars are necessary i excursions o auhenic hisorical or memorial
sies are o be meaningul and ruiul. Such seminars should provide eachers
wih mehodological approaches and specic maerial on he respecive sies.
1he experience o! Roma and 5inIi
!!. The experience o Roma and Sini in Lurope under Naional Socialism should
be an inegral par o any lolocauseducaion curricula. This will provide
opporuniies o undersand hisory beer, o overcome sereoypes, and o
promoe dialogue wihin socieies.
!2. lolocaus educaion is he appropriae conex hrough which research resuls
can be more eecively disribued in Luropean socieies. lurhermore, several
Roma and Sini survivors have published heir personal hisories in recen years,
eachers should use hese as resource maerial.
!J. Lxploring parallels and unique aspecs can only deepen our undersanding o he
Naional Socialis era. 8ecause he Naional Socialiss' murderous policy owards
Roma and Sini maniesed isel dierenly in each Luropean counry, his should
be used as a means o analysing he hisory o each counry more closely.
!4. Sereoypes o Roma and Sini are passed on rom one generaion o he nex
and are oen arremoved rom acual experience. Similar o he persisence
o aniSemiism, images o Roma and Sini as enemies o sociey have proven
highly resilien. lolocaus educaion should hereore provide a ramework in
which hese persisen sereoypes are conroned.
!5. To avoid presening Roma and Sini as passive vicims, eachers should no reduce
heir pas and presen hisory o ha o persecuion. Themes or he classroom
should include he hisory o Roma and Sini ehnic groups, heir everyday lives,
heir social and economic siuaion, and heir culural selundersanding.
!6. Teachers should hereore have he abiliy o address reservaions and ears on
boh sides and simulae sudens o reec upon heir selpercepion and how
hey perceive ohers.
!7. The memory o genocide is par o he legacy o individual Roma and Sini
amilies. lowever, he memory o genocide is also increasingly shaping he
collecive ideniy o Roma and Sini. Those who aim o aciliae dialogue
RecommehdaIiohs
beween a minoriy and majoriy populaion should inroduce hisorical
knowledge o majoriy socieies. The inegraion o Lurope's larges minoriy
requires ha majoriy socieies recognize heir experience o persecuion.
!8. lolocaus educaion can help aciliae an amosphere o rus beween he
majoriy and minoriy. This amosphere o rus could be oried by inviing
members o he minoriy group ino he classroom or discussion. Whenever
possible, he opporuniy o sar dialogue should be aced upon.
ConIexIuaIizing Ihe HoIocausI
!9. The opic o he lolocaus should be embedded in boh a regional and counry
specic conex in order o address he regional speciciies o persecuion and
deporaion, including he role played by he local populaion. Lducaion should
also address acs o resisance, including he shelering and aiding o !ews.
20. !ewish lie in Lurope beore he lolocaus, he hisory o aniSemiism, and he
rise o he Naional Socialiss o power are imporan prewar opics o include
in lolocaus educaion. The posiive consequences o he war should also be
deal wih, such as poswar rials, he preparaion o he Universal Declaraion
o luman Righs, and he adopion o he Convenion on he Prevenion and
Punishmen o he Crime o Genocide.
MuIIimedia as an educaIionaI IooI
2!. Mulimedia resources should be included in eors o each abou he
lolocaus, in large par because such educaional ools are more likely o
appeal o oday's pupils as a means or approaching and sudying he opic.
GovernmenIaI and non-governmenIaI iniIiaIives
22. Knowledge o he lolocaus is limied in several OSCL saes. ln order o
improve his siuaion, i is necessary o raise awareness o such inormaion
deciencies a he governmenal level, o suppor iniiaives wihin he
respecive minisries, and o srenghen he eors o NGOs already involved in
currenly running educaional aciviies.
2J. As eacher raining is sill provided only by NGOs (primarily !ewish) in a number
o counries, governmens should iniiae suppor programmes or hese
organizaions or even implemen such seminars hemselves.
24. Signaory saes o he Sockholm Declaraion should honour heir commimen
o srenghen heir eors o promoe lolocaus educaion, remembrance, and
research.
InIernaIionaI co-operaIion
25. While some saes are already achieving posiive resuls in he eld o lolocaus
educaion, all OSCL paricipaing Saes can and should bene rom increased
inernaional cooperaion and learn rom he good pracices o ohers.
65
The ODllR worked wih expers o aciliae an overview and analysis o exising models, ap
proaches, and resources in he eld o lolocaus educaion and combaing aniSemiism in
he OSCL area. ln paricular, cooperaion wih he lTl enabled he ODllR o collec he daa
necessary or his sudy. ln oal, he ODllR received inormaion rom 54 o he 55 OSCL
paricipaing Saes. lor one sae, he Luropean Council o !ewish Communiies was he only
organizaion ha provided brie inormaion on lolocaus educaion. The summaries on lolo
caus educaion in he OSCL paricipaing Saes are based on he inormaion obained rom J5
sae auhoriies (ederal and local), as well as !ewish communiies, research cenres, museums,
universiies, schools, and nongovernmenal organizaions. The lTl provided inormaion or !6
o is member counries and one lTl liaison projec counry.
The ollowing summaries o he inormaion provided give insigh ino sae lolocaus educa
ion, primarily a he elemenary and secondaryschool levels. The inormaion should no be
considered as he oucome o indeph independen research, as he objecive o he projec
was o presen mainly sae opinions on heir lolocaus educaion. Neverheless, addiional
inormaion was provided by !ewish communiies and oher relevan insiuions and expers
rom dieren counries. All daa was colleced on he basis o he quesionnaire (see Annex !)
developed by he lTl.
ll. Counry Summaries
ALANIA
LegaI basis !or HoIocausI educaIion
The Minisry o Lducaion is responsible or he naional curriculum, including he inegraion
o eaching on he lolocaus. Regional educaional auhoriies also play a role in implemening
lolocaus educaion.
1he HoIocausI in schooI curricuIa
Teaching on !ewish hisory occurs chronologically hroughou he hisory curriculum, beginning
wih he hisory o he !ews since aniquiy and leading on o World War ll and he oundaion
o lsrael. lolocaus educaion occurs approximaely a he age o !J. lisory schoolbooks ea
ure a chaper on Dicaorial Regimes: Germany During he Nazi Dicaorship.
The lolocaus is reerred o as he sysemaic and regular genocide pursued by he German
Nazis agains various ehnic, religious and naional groups prior o and during World War ll, up
unil !945. The ollowing groups are also included in reerences o he genocide: !ews, Roma
and Sini, communiss, immigrans, gays and lesbians, alcoholics, religious undamenaliss,
and German dissidens.
1eacher Iraining
No specic eacher raining or unding is allocaed or lolocaus educaion in and o isel. lis
ory and geography eachers receive lolocaus educaion as par o a broader raining course
run by he lnsiue o Pedagogical Sudies. Some eachers have volunarily underaken courses
a he lacing lisory and Ourselves insiue in he US. Teachers receive raining on how o deal
wih discriminaion, during which he lolocaus is also discussed.
HoIocausI memoriaI day and museum
Known as he Day o Remembrance, 27 !anuary commemoraes he aniascis Allied armies
and he liberaion o he Auschwiz concenraion camp. The legal basis or his day is Presiden
ial Decree No. 4J45 (adoped !! Ocober 2004). Albania has no lolocaus museum, hough
he Minisry o Lducaion has expressed ineres in such an iniiaive.
lnormaion was provided by he Minisry o Lducaion and Science o he Republic o Albania,
he Ciy Chancellor o Shkodra, and he Library o he Universiy o Shkodra.
67
ANDORRA
According o Andorra's naional educaional curriculum, lolocaus educaion is inegraed ino
sudies on World War ll, a he secondaryschool level. The Minisry o Lducaion, Culure, Youh
and Spors repored ha Andorra has no proclaimed a lolocaus memorial day, as, due o is
neural saus, i was never direcly involved in he evens o World War ll.
lnormaion was provided by he Minisry o Lducaion, Culure, Youh and Spors o he Prin
cipaliy o Andorra.
CouhIry Summaries
ARMFNIA
The lolocaus orms par o he school curriculum on Luropean hisory and World War ll.
Specically, lolocaus educaion occurs during he 8h grade o elemenary school (a age !4
or !5). Approximaely one hour is allocaed o he inroducion o he opic o sudens. Geno
cide and lolocaus eaching maerials are occasionally used in lieraure and language classes,
however, maerial mus be adaped o paricular eaching needs since specic exbooks on he
lolocaus are no used. To his end, sae auhoriies have expressed he need or reediing
socialsciences exbooks a all levels, in he ramework o eaching abou he lolocaus.
The lolocaus is dened by he Minisry o loreign Aairs as he aemped murder o he
!ewish people by he Nazi Germany regime.
1eacher Iraining
Teachers are no provided wih xed inservice raining on he subjec o lolocaus educaion.
According o he Armenian !ewish Communiy, however, in 200J some 40 Armenian eachers
paricipaed in raining organized by he LuroAsian !ewish Congress called ToleranceLessons
o he lolocaus.
The sae has insiued a Naional Genocide Memorial Day, which reporedly incorporaes a
universal remembrance day. There is no paricular lolocaus memorial day, reerence o he
lolocaus is made in he Genocide Memorial Museum in Yerevan.
lnormaion was provided by he Minisry o loreign Aairs o he Republic o Armenia and he
!ewish Communiy o Armenia.
69
AU51RIA
Under he lederal Minisry o Lducaion, Science and Culure, lolocaus sudies are obligaory
in hisory, social sudies, and civiceducaion courses or grades 8 o !2 or !J.
The Ausrian school curriculum provides or a comprehensive reamen o Naional Socialism,
he lolocaus, and oher acs o persecuion. lolocaus sudies are primarily addressed in his
ory and civiceducaion courses, alhough hey are also oen incorporaed ino lieraure or
religious/ehics sudies. Sudens rs encouner he hisory o he lolocaus a he age o !4.
Teachers have he opporuniy o use a wide variey o exbooks, some o which are designed
specically o each abou he lolocaus. Approximaely 5!0 hours in oal are allocaed o
lolocaus educaion in he upper grades.
According o he Ausrian delegaion o he lTl, in Ausria he lolocaus is generally dened
as he annihilaion o he Luropean !ewry. The erm also encompasses he poliically moivaed
persecuion o oher minoriy groups and crimes agains humaniy commied by Naional So
cialis Germany and is allies as a resul o racis ideology.
1eacher Iraining
The lederal Minisry o Lducaion, Science and Culure esablished an inservice eacherraining
projec called Naional Socialism and he lolocaus: Memory and Presen, where, every year,
more han 200 paricipans are presened wih he laes research ndings, publicaions, and
mehodological approaches o eaching abou he lolocaus. Pedagogical insiuions in all
nine ederal provinces conduc eacher raining. Ausrian eachers also paricipae in inservice
seminars a Yad Vashem in !erusalem.
PracIicaI iniIiaIives
Through is inservice raining or eachers, he sae assiss schools in inviing winesses, sur
vivors, and vicims o Naional Socialism o give lecures and lead discussions. Governmen
auhoriies provide schoolspecic publicaions and survivors' esimonies. The Documenaion
Cenre o Ausrian Resisance provides our guides or schools ha ocus on boh hisorical acs
o persecuion and eors o comba presenday righwing exremism.
The Ausrian parliamen designaed 5 May, which signies he dae o he liberaion o he Mau
hausen concenraion camp, as he Day o Remembrance agains Violence and Racism in Mem
ory o he Vicims o Naional Socialism. While he sae has no esablished a naional lolocaus
museum, i sressed ha he Mauhausen Concenraion Camp Memorial is reaed as a symbolic
place o remembrance. According o ocial saisics, housands o sudens visi he memorial
and oher auhenic sies every year. These visis are unded primarily rom public sources.
lnormaion was provided by he Ausrian delegaion o he lTl. Ausria is an lTl member counry.
CouhIry Summaries
AZFRAUAN
ln is response o he ODllR's reques or inormaion, he Minisry o Lducaion repored ha
lolocaus educaion is no currenly reeced in he naional school curriculum.
lnormaion was provided by he Minisry o Lducaion o he Republic o Azerbaan.
71
FLARU5
Sudens encouner he opic o he lolocaus wihin he hisory curriculum a he secondary
school level in grades 9!!. There are no xed hours allocaed o eaching abou he lolocaus.
Sudens have addiional opporuniies o learn abou he lolocaus in he exracurricular
aciviies underaken by individual eachers.
The lolocaus is reerred o as he desrucion o he !ewish populaion o Lurope by he Nazis
during World War ll. The exerminaion o oher naional minoriies is also menioned briey
in cerain exbooks.
1eacher Iraining
Sae auhoriies repored ha cenral and regional eacher raining includes he subjec o he
lolocaus. Teacher raining is also conduced by he Museum o lisory and Culure o he 8e
larusian !ews. Despie nancial consrains, he 8elarusian Naional lolocaus loundaion has
also held a series o seminars or secondaryschool eachers.
A group o secondaryschool sudens underook an iniiaive o creae a websie on he lo
locaus in he Novogrudok region wih he assisance o he Museum o lisory and Regional
Sudies in Novogrudok. Groups o sudens are also involved in esablishing heir own school mu
seums devoed o he subjec o he lolocaus. Some sudens carry ou exracurricular acivi
ies aimed a mainaining auhenic lolocaus sies, and hey hold commemoraion ceremonies
and deliver lecures o oher sudens a he same school. ln addiion o he abovemenioned
aciviies, sudens rom Pinsk ook par in he resoraion o communal places o burial and also
worked wih he !ewish Communiy and local auhoriies in organizing an ar compeiion eaur
ing auhenic lolocaus sies. The 8elarusian Naional lolocaus loundaion organizes naional
compeiions or eachers and sudens called lolocaus: he Pas and Curren Aairs.
The sae has no designaed a lolocaus memorial day or lolocaus museum. The Yama Me
morial in Minsk commemoraes he ciy's gheo vicims. Sae auhoriies repored ha some
local communiies organize regular evens commemoraing he exerminaion o he !ews. The
subjec o he lolocaus is one o he opics researched and presened by he Museum o lis
ory and Culure o he 8elarusian !ews. The Museum o lisory and Regional Sudies in No
vogrudok also carries ou research.
lnormaion was provided by he Commiee on he Aairs o Religions and Naionaliies o he
Council o Minisers o he Republic o 8elarus, he 8elarusian Naional lolocaus loundaion,
he Museum o lisory and Regional Sudies in Novogrudok, Volunas, and he Pinsk !ewish
Religious Communiy.
CouhIry Summaries
FLGIUM
The Luropean !ewish lnormaion Cenre repored ha responsibiliy or educaion policy is vesed
in each o he sae communiies he llemish, he lrench and Germanspeaking and a he
ederal level. There are no ocial direcives regarding obligaory eaching abou he lolocaus. ln
200J, he miniser o educaion o he lrench Communiy issued a miniserial circular proposing,
/n|e/ a//a, visis o lolocausrelaed sies. lrom 20052006, he llemish Communiy will allocae
wo hours o compulsory eaching wihin he hisory curriculum o he lolocaus. According o he
Luropean !ewish lnormaion Cenre, addiional lolocaus educaion is provided by nongovern
menal organizaions in cooperaion wih he hree communiies' minisries o educaion.
Wihin he lrench, llemish, and Germanspeaking Communiies, he lolocaus is incorporaed
ino hisory lessons on World War ll. ln he ormal hisory curriculum, he subjec is augh during
he nal wo years o secondary school, a he equivalen suden ages o !6!8. According o he
Luropean !ewish lnormaion Cenre, a oal o wo hours is allocaed o he subjec. Teachers o
lieraure, ehics, and religion oen approach he subjec on a proacive volunary basis.
As each communiy uses is own educaional maerials, no se deniion o he lolocaus exiss.
1eacher Iraining
The Auschwiz loundaion provides he only sysemaic longerm eacherraining iniiaive.
The approach ocuses on genocide in general raher han he lolocaus in paricular. ln Sep
ember 2004, he ederal auhoriies launched a eacherraining programme on he lolocaus
and aniSemiism, wih he objecive o developing new educaional maerials.
The Auschwiz loundaion has underaken a number o iniiaives over he las en years, includ
ing organizing presenaions and discussions in schools, essay compeiions, and ravelling exhi
biions. The Democracy and 8arbarism Uni o he Minisry o he lrench Communiy esablished
a nework o !,600 eachers who promoe he eaching o ciizenship. The uni also organizes
sudy rips o Auschwiz8irkenau and oher auhenic sies o remembrance. lederal auhoriies
have also suppored sudy rips and educaional iniiaives. One such iniiaive includes lor a
School o Democracy, which aims o inorm sudens o he consequences o racism.
ln !anuary 2005, he Council o Minisers o 8elgium designaed 27 !anuary as a naional day
o commemoraion o he lolocaus. A lolocaus museum will be opened in he llemish Com
muniy in 2005. A presen, he Mechelen Museum o Deporaion and Resisance conducs
memorial aciviies.
lnormaion was provided by he 8elgian Minisry o loreign Aairs, he Minisry o he lrench
Communiy o 8elgium, he Minisry o he llemish Communiy o 8elgium, he Minisry o he
GermanSpeaking Communiy o 8elgium, he Luropean !ewish lnormaion Cenre, and oun
daions and museums.
73
O5NIA AND HFRZFGOVINA
A presen, here are no ocial direcives on lolocaus educaion in 8osnia and lerzegovina.
While no se curriculum incorporaes eaching on he lolocaus, he ederal sae auhoriies
inormed he ODllR ha he opic is menioned in hisory, lieraure, and sociology classes in
elemenary and secondary schools. Lach o he !2 consiuencies also incorporaes eaching on
oher arociies as relevan o heir respecive naional group. Sudens encouner he subjec in
elemenary and secondary schools, a ages !4, !6, and !8. The !ewish Women's Associaion re
pored ha individual eachers may acquain sudens wih he lolocaus, a heir discreion.
According o he Minisry o Civil Aairs and he Minisry or luman Righs and Reugees o
8osnia and lerzegovina, he lolocaus is dened as he desrucion o !ews during World War
ll. The Minisry o Lducaion and Culure o he Republic o Serbia reerred o he lolocaus as
he wors orm o crime and genocide agains a naion, and i also menioned oher vicims o
Naional Socialis ideology, such as Serbs, Roma, poliical prisoners, and homosexuals.
1eacher Iraining
According o ocial sources, eachers are no provided wih naional inservice raining on he
subjec o lolocaus educaion.
The sae has no designaed a naional lolocaus memorial day nor does i have a naional
lolocaus museum.
lnormaion was provided by he Minisry o Civil Aairs o 8osnia and lerzegovina, he Minis
ry or luman Righs and Reugees o 8osnia and lerzegovina, he Minisry o Lducaion and
Culure o he Republic o Serbia, and he !ewish Women's Associaion o 8osnia and lerze
govina (!ewish Communiy o 8osnia and lerzegovina).

CouhIry Summaries
ULGARIA
There are no ocial governmen direcives regarding he eaching o he lolocaus in 8ulgaria.
The lolocaus is inegraed ino individual mandaory subjecs, including in hisory and in eh
ics and law. Wihin he hisory curriculum, he issue is addressed in Luropean hisory o he
20h cenury (!0h grade), 8ulgarian hisory o he 20h cenury (!!h grade), and in 8alkan
Peninsula hisory o he 20h cenury (!2h grade). The lolocaus is also addressed in a chaper
on poliics and law, and on democracy and oaliarian regimes as par o he subjec ehics
and law (!0h grade).
Wih regard o 8ulgarian hisory, sudens are augh ha 8ulgaria did no allow he lolocaus
on is erriory and ha he 8ulgarians sood decisively agains he implemenaion o he Law
or Proecion o he Naion, which was passed under he pressure o Naional Socialis Ger
many. This is why, in 8ulgaria, more emphasis is placed on he saving o he 8ulgarian !ews han
on he lolocaus.
The Minisry o Lducaion inormed he ODllR ha here is no deniion o he lolocaus in
school exbooks bu only he explanaion o hisorical acs.
1eacher Iraining
No special raining is provided or eachers. lowever, in 2002, raining on how o celebrae !0
March he Day o he lolocaus and Saving o he 8ulgarian !ews was organized or eachers
in all 28 regions o 8ulgaria.
A lolocaus memorial day is marked in schools wih a special lesson called !0 March: Lesson o
Digniy. The day involves meeings wih survivors, visis o monumens and sies, ar and essay
compeiions on he opic, and research ino dieren inormaion sources (phoos, documens,
lierary exs, and newspaper aricles).
ln 8ulgaria, !0 March is designaed as he Day o he lolocaus and Saving o he 8ulgarian
!ews. Relevan insiuions include he Museum o he Synagogue and he !ewish Museum,
boh in Soa, as well as he Dimiar Peshev Museum in Kyusendil and he Monumen o he
Saving o he 8ulgarian !ews in Plovdiv. The lolocaus is also eaured in he Naional lisorical
Museum.
lnormaion was provided by he General Lducaion Deparmen o he 8ulgarian Minisry o Ldu
caion and Science. Addiional responses were provided by New 8ulgarian Universiy, he Lauder
School in Soa, and he lnernaional Cenre or Minoriy Sudies and lnerculural Relaions.
75
CANADA
Canada is a conederaion o !0 provinces and hree erriories. As responsibiliy or educaion
alls o he individual provinces and erriories, here is no feoe/a/ legal basis or lolocaus
educaion. According o responses received rom seven provinces, i appears ha no policies or
direcives concerning lolocaus educaion exis a he provincial level.
While lolocaus educaion is no a mandaory subjec in and o isel, he opic is incorporaed
ino social sudies, hisory, language ars, religious sudies and ciizenship educaion. The lo
locaus is inroduced a leas wice in social sudies programmes and in some provinces hree
o our imes. The subjec is presened a dieren age levels. ln some provinces, sudens rs
encouner i a ages o !0 and !2, in oher a ages o !4 o !6. The number o hours dedicaed
o he lolocaus is le o he discreion o he eacher, alhough in some places i is repored
as up o !0 hours.
8riish Columbia, Saskachewan, and Albera dene he lolocaus as he desrucion o six
million !ews under Nazi rule in Lurope. The Council o Minisers o Lducaion saed ha in
Quebec he ocus o lolocaus educaion is primarily on he !ewish communiy bu reerences
o some o he oher groups, including Slavs, prisoners o war, poliical opponens, Roma and
Sini, !ehovah's Winesses, homosexuals and he disabled, can be ound in exs used in mos
o he provinces.
1eacher Iraining
The provinces do no provide unding specically or raining in lolocaus educaion, neverhe
less, Saskachewan Learning inormed he ODllR ha i promoes lolocausrelaed proes
sionaldevelopmen opporuniies or schools when i receives such requess. ln Manioba, he
educaional auhoriies provide proessional developmen or eachers based on general peda
gogy and didacic guidelines raher han on paricular opics. lndividual eachers and eacher
groups periodically oer specic lolocauseducaion raining.
The Manioba Deparmen o Lducaion, Ciizenship and Youh has developed a lis o recom
mended resources relaed o he lolocaus, which can be ound on is Diversiy and Lquiy in Ldu
caion websie (hp://www.edu.gov.mb.ca/ks4/cur/mulic/index.hml). The lolocaus Awareness
Commiee o he !ewish lederaion o Winnipeg oers lolocaus awareness and educaion pro
grammes or eachers and sudens (hp://www.jewishwinnipeg.org/holocaus.hml). Manioba
is also developing a lolocausawareness web page or eachers.
A he ederal level, 8ill C459 esablished Yom laShoah as deermined by he lebrew calen
dar as Canada's lolocaus memorial day, and mos provinces passed he lolocaus Memorial
Day Ac o esablish i a he provincial level as well. ln he province o Quebec, he lolocaus
Memorial Cener is locaed in Monreal. Manioba has ereced a lolocaus Memorial plaque,
CouhIry Summaries
creaed by a lolocaus survivor, which includes he names o J,700 lolocaus vicims. While
Manioba has no lolocaus museum, plans are under way o open a Canadian Museum or lu
man Righs in is capial ciy o Winnipeg in 2008.
lnormaion was provided by he Council o Minisers o Lducaion and he minisries o he
provinces o Newoundland and Labrador, Manioba, Saskachewan, 8riish Columbia, New
8runswick, Albera, and Quebec.
77
CROA1IA
lolocaus educaion is named in he Decision on he lmplemenaion o he Day o Remem
brance o he lolocaus and or he Prevenion o Crimes agains lumaniy (adoped by he
miniser o science, educaion and spors on J0 Ocober 200J). The lolocaus orms par o
he school curricula hrough hisory, lieraure, sociology, and religious sudies. According o
he abovemenioned decision, eaching abou he lolocaus akes a crosscurricular approach.
Sudens are inroduced o he lolocaus opic in boh primary and secondary school, a he
ages o !4, !6!7, and/or !7!8. The Minisry o Science, Lducaion and Spors repored ha,
while here are no specic exbooks ha each abou he lolocaus, i does oer several ex
books ha menion he subjec. The lTl provides eachers wih guidelines regarding he use o
auhenic maerial.
The sae reers o he experiences o various groups ha were argeed by Nazi exerminaion
policies, such as !ews, Serbs, Roma and Sini, !ehovah's Winesses, poliical opponens, homo
sexuals, and he disabled.
1eacher Iraining
The lnsiue or Lducaion organizes annual eacherraining sessions ha are unded primarily
by sae auhoriies and he lTl. ln !anuary 2005, he Minisry o Science, Lducaion and Spors
organized an inernaional eacherraining conerence or 60 Croaian educaors.
Croaia has designaed 27 !anuary as a Day o Remembrance, and he minisry repored ha
commemoraion evens have been widely implemened. The !asenovac Memorial Area has
served as a lolocaus memorial since !968. ln 20052006, i oresees he nalizaion o work
on is permanen exhibiion and opening o an educaional cenre. The memorial area also em
phasizes is acive involvemen in he preparaion o eacherraining courses.
lnormaion was provided by he Minisry o Science, Lducaion and Spors o he Republic o
Croaia, he lnsiue or Lducaion, and he Public lnsiuion o he !asenovac Memorial Area.
Croaia is an lTl liaison projec counry.
CouhIry Summaries
CYPRU5
The Minisry o Lducaion and Culure repored ha sudens learn abou he lolocaus a he
ages o !5 and !8, hrough he subjecs o hisory, lieraure, and civics. A maximum o our
hours is allocaed o eaching abou he lolocaus.
The lolocaus is reerred o as he devasaing persecuion o he !ews and is dened speci
cally as a rue genocide agains he !ews in which liler's end goal was heir oal annihilaion.
The experiences o oher vicim groups are also menioned. Teachers paricipae in conerences
and seminars on hisory ha incorporae he subjec o he lolocaus. The sae has no insi
ued a disincive lolocaus memorial day or a lolocaus museum.
lnormaion provided by he Minisry o Lducaion and Culure o he Republic o Cyprus.
79
CZFCH RFPULIC
According o ocial sae legislaion, he culure and educaion minisers are responsible or
lolocaus educaion and or he implemenaion o eacher raining.
The lolocaus orms an obligaory componen o he educaion sandards a boh primary and
secondaryschool levels. Mos sudens learn abou he lolocaus or he rs ime a he age o
!5. A oal o !2 hours are allocaed o lolocaus educaion hrough he hisory curriculum. A
he primaryschool level, he subjec is deal wih in a hisory course on World War ll, and a he
secondaryschool level, in hisory classes and specialized seminars. Sudens may also encouner
he lolocaus opic in lieraure courses. Teachers can choose various exbooks ha dier in
he exen and conen o coverage on he lolocaus.

The lolocaus is dened as he genocide o he Luropean !ewry during World War ll, wih an
emphasis on he Naional Socialis racial ideology, mass execuions, mobile gas chambers, and
he deah camps in Poland. The genocide o Roma and Sini, !ehovah's Winesses, disabled
people, and homosexuals is also menioned.
1eacher Iraining
The Terezin Memorial has, since 2000, organized educaional programmes or eachers, wih ap
proximaely our seminars aended annually by 200 eachers. 8oh he Czech Minisry o Lduca
ion and he lTl und he raining programmes. The Lducaion and Culure Cenre o he !ewish
Museum in Prague provides addiional eacher raining, workshops, and sudy seminars.
The Terezin Memorial conducs seminars or sudens aged !5!9, concenraing on he presen
aion o acs, documens, and personal sories o he people imprisoned in he gheo. The
memorial also organizes programmes or children aged !0!2 ha presen allegorical sories
eauring animals wih human characerisics persecued in he lolocaus era. Young visiors
are also acquained wih he ar creaed by he Terezin children. Among he iniiaives launched
in !999 was he projec Neighbours Who Disappeared, which encouraged young people aged
!2!8 o research he ae o people who disappeared rom heir immediae environmen during
World War ll.
A he end o 200J, he Czech Republic designaed 27 !anuary as lolocaus Remembrance Day.
The Terezin Memorial serves as he naional lolocaus museum. The !ewish Museum in Prague
also carries ou lolocaus research and educaion.
lnormaion was provided by he Czech delegaion o he lTl. The Czech Republic is an lTl
member counry.
CouhIry Summaries
DFNMARK
A presen, no ocial direcives provide a legal basis or lolocaus educaion wihin Denmark.
The lolocaus is augh wihin he ramework o hisory and civics classes, and o a smaller
exen in German and heology. Sudens encouner he issue o he lolocaus boh in primary
and secondary schools, and or he rs ime a he age o !2. A wide variey o basic hisory
exbooks and hemaic books regarding he lolocaus are available. No paricular number o
hours is allocaed o eaching abou he lolocaus.
The erm is used o describe he genocide commied agains he !ews during World War ll.
1eacher Iraining
The Deparmen or lolocaus and Genocide Sudies and he Regional Cenres or Lducaional
Services organize eacherraining courses. Teachers also paricipae in raining courses held by
he Danish lisory Teachers Associaion and by Yad Vashem in !erusalem.
The sae marks 27 !anuary as Naional lolocaus Memorial Day. The Danish!ewish Museum
was inauguraed in !une 2004.
lnormaion was provided by he Danish delegaion o he lTl. Denmark is an lTl member coun
ry. lor more inormaion, please see he counry overview on Denmark in Par 8.
81
F51ONIA
ln 2002, he Naional Curriculum or 8asic Schools and Gymnasiums decreed he lolocaus as a
compulsory opic o be augh wihin he ramework o he naional curriculum.
The lolocaus is incorporaed ino hisory courses ha deal wih World War ll and crimes
agains humaniy. Sudens rs learn abou he lolocaus a he age o !2 and subsequenly
in he !0h and !2h grades (a ages !6 and !8!9, respecively). While he naional curriculum
does no allo a specic number o hours o eaching abou he lolocaus, eachers spend ap
proximaely hree hours on he opic a he secondary level.

According o he Lsonian Minisry o Lducaion and Research, he lolocaus is dened as a
crime agains !ewish people during World War ll. Oher vicim groups are also menioned in he
ramework o eaching abou Naional Socialis policies and pracices.
1eacher Iraining
Teachers are given he opporuniy o paricipae in raining courses organized by Yad Vashem
in !erusalem, as well as raining sessions held in he Unied Saes. ln 2004, a video conerence
was held or local eachers wih he Unied Saes lolocaus Memorial Museum in Washingon.
ln he same year, 40 hisory eachers ook par in a seminar ha included lecures and working
group sessions organized by he Minisry o Lducaion and Research ogeher wih he Living
lisory lorum rom Sweden.
The Museum o Occupaion in Lsonia covers he issue o he lolocaus. ln 2002, he Governmen
o Lsonia proclaimed 27 !anuary as a Day o Remembrance or he vicims o he lolocaus.
lnormaion was provided by he Lsonian Minisry o Lducaion and Research. Lsonia is an lTl
liaison projec counry.
CouhIry Summaries
FINLAND
The naional curriculum or basic and upper secondary schools implicily includes eaching
abou he lolocaus.
The Naional 8oard o Lducaion repored ha all hisory exbooks conain a reerence o he
lolocaus. Some schools oer addiional courses and projecs on he lolocaus. The subjec is
augh wihin he ramework o a hisory course ocusing on Luropean hisory during he !9J0s
and !940s, and i is also menioned during lessons on he esablishmen o he Sae o lsrael
and he poliical siuaion in he Middle Las. The lolocaus also eaures in lieraure, ehics,
and religion courses. Among he lieraure maerial covered is !/e //a/, of ^nne //an/. Approxi
maely 2J hours are allocaed o eaching abou he lolocaus. Sudens learn abou he opic
rs a he age o !4 and hen in upper secondary school a he ages o !6!7.
The lolocaus is dened as he persecuion o he !ewish people during World War ll.
1eacher Iraining
The linnish Naional 8oard o Lducaion and he linnish Naional Cenre or Proessional De
velopmen in Lducaion organize eacherraining seminars, which incorporae he subjec o
he lolocaus, in conjuncion wih eachers associaions, universiies, and nongovernmenal
organizaions.
During a visi o he Auschwiz8irkenau concenraion camp, a group o linnish sudens a
emped o ideniy a man porrayed in a phoo ha was aken in linland in !9!!. This phoo
was presened a a phoography exhibiion a he Auschwiz8irkenau concenraion camp.
ln 2002, linland proclaimed 27 !anuary as Vicims o Persecuion Memorial Day. The linnish Na
ional 8oard o Lducaion inormed he ODllR ha here is no lolocaus museum in linland.
lnormaion was provided by he linnish Naional 8oard o Lducaion and he linnish Sociey
or Yad Vashem.
83
FRANCF
The opic o he lolocaus is inegraed ino he hisory curriculum or elemenary, middle, and
secondary schools.
The lolocaus is addressed hrough he hisory curriculum in elemenary schools in he 4h and
5h grades (equivalen o he ages o 9!0), and laer in secondary schools a he ages o !4!5 and
!6!7. The lolocaus may also be augh in lieraure and philosophy courses. lolocaus remem
brance occurs naionwide and is addressed as a componen o civic educaion wihin schools. The
heme is also oen incorporaed ino graduaing exams in middle and secondary schools.
The lolocaus is dened as he Nazi exerminaion policy o he !ews and he Roma people.
1eacher Iraining
The Minisry o Naional Lducaion organizes raining programmes. Nongovernmenal orga
nizaions, oundaions, and oher parners also conribue resources and experise o hese
programmes.
ln 2004, he Minisry o Naional Lducaion disribued a DVD wih a summary o Claude Lan
zmann's lm Shoah o middle and secondary schools. Thousands o sudens paricipae annu
ally in a school cones called Resisance and Deporaion, and he winners are brough ogeher
a a presigious award ceremony in Paris. The Shoah Memorial in Paris organizes educaional
workshops, meeings wih winesses o he lolocaus, and guided ours o exhibiions. Coop
eraion beween he Minisry o Naional Lducaion, local governmens, he ^caoem/e oe N/ce,
and he Conse// gene/a/ oes ^/es /a//|/mes led o organized visis o auhenic sies such as he
Sruho and Auschwiz8irkenau concenraion camps. The Minisry has also developed parner
ships wih he /emo//a/ oe /a 5/oa/, /0see, Cen|/e oe ooc0men|a|/on /0/.e con|emo/a/ne, he
Conse// /e/esen|a|/f oes /ns|/|0|/ons /0/.es, and he /onoa|/on o0/ /a memo//e oe /a 5/oa/.
Remembrance Day alls on 27 !anuary, which signies Lurope's lolocaus Memory and Crimes
agains lumaniy Prevenion Day. The Shoah Memorial was opened in Paris in !anuary 2005
wih he aim o promoing remembrance and awareness and o bear winess.
lnormaion was provided by he lrench delegaion o he lTl. lrance is an lTl member counry.
CouhIry Summaries
GFORGIA
Sandards o insrucion on hisory and civics reer o he lolocaus.
The subjec o he lolocaus is included in hisory, lieraure, and Germanlanguage courses.
Sudens encouner he subjec or he rs ime a he ages o 9!0 in a course on he hisory
o religion and hen a he ages o !J!4 in a course on world hisory. lisory exbooks or
secondary schools allocae approximaely wo pages or he subjec o he lolocaus.
The lolocaus is dened as he massive desrucion o !ews during he German Nazi regime in
!9J9!945. The Minisry o Lducaion and Science added ha oher vicim groups are briey
menioned.
1eacher Iraining
ln 2002, eachers paricipaed in an educaional and mehodological seminar called Tolerance
Lessons o he lolocaus as par o an inernaional programme organized by he LuroAsian
!ewish Congress.
A presen, here is no lolocaus museum or lolocaus memorial day in Georgia. lolocaus
vicims are included in commemoraions o hose who died in World War l and World War ll.
lnormaion was provided by he Minisry o Lducaion and Science o Georgia and he Religious
Congregaion o !ews o Georgia.
85
GFRMANY
lolocaus educaion is mandaory in all !6 ederal saes, alhough he curricula and eaching
mehodologies dier wihin each sae. The Sanding Conerence o he Minisers o Lducaion
and Culural Aairs has repeaedly sressed he imporance o eaching abou he lolocaus.
The lolocaus orms a major componen o he module German and Luropean lisory in he
20h Cenury. Cumulaively, !620 lessons are scheduled or he period o Naional Socialism a
boh lower and upper school levels. The lolocaus is also discussed during civics and German
lieraure and religion or ehics classes. Overall, a mulidisciplinary and longerm educaional
approach is aken in educaional projecs.
No ocial deniion exiss, as here is no consensus abou he use o he erm lolocaus. The
erm, in use since !980, requenly reers o he Naional Socialiss' murder o he Luropean
!ews. Ohers asser ha ha he erm lolocaus should be used o indicae all mass crimes
commied by he Naional Socialiss on he basis o heir racis ideology.
1eacher Iraining
Courses on he lolocaus are oered o young eachers as par o posuniversiy raining and
oen include sudy rips o hisorical sies.
A diverse range o aciviies ake place in Germany, varying rom ineracive educaion
al projecs and visis o auhenic sies o longerm educaional projecs (presened a
www.holocauseducaion.de) and projecs using ineracive maerials (CDROMs).
The naional memorial day or he vicims o Naional Socialis crimes is 27 !anuary. l is marked
by special parliamenary sessions and commemoraive projecs developed by young people.
Vicims are also oen commemoraed on 9 November (anniversary o he /e/c/s///s|a//nac/|
o !9J8). Almos !00 memorial museums or vicims o he Naional Socialis regime exis in
Germany, and hese are oen conneced o auhenic sies. Museums o conemporary hisory
also show emporary exhibis abou he lolocaus. lurhermore, in May 2005, he Memorial or
he Murdered !ews o Lurope opened in 8erlin.
lnormaion was provided by he German delegaion o he lTl. Germany is an lTl member
counry. lor more inormaion, please see he counry overview on Germany in Par 8.
CouhIry Summaries
GRFFCF
There are no specic direcives peraining o lolocaus educaion in Greece.
The lolocaus is a mandaory subjec augh in he hisory curriculum under he opic o World
War ll. l is also presened in he areas o lieraure, sociology, and poliical science. Sudens
encouner he opic or he rs ime a he ages o !!!2 and subsequenly a he ages o !4!5
and !7!8. School exbooks provide phoographs, maps, and reerences o he concenraion
camps o 8uchenwald, Dachau, Mauhausen, and Auschwiz8irkenau. Some exbooks include
excerps rom !/e //a/, of ^nne //an/ and !/e !///o /e/c/ ano |/e e.s by L. Polliako and
Z. Woul, as well as excerps rom he esimonies o !ewish Greek lolocaus survivors.
According o he Minisry o Lducaion and Religious Aairs, he lolocaus is dened as he
sysemaic and planned genocide o !ews, mainly in Lurope, by he Naional Socialis regime o
Germany during World War ll.
1eacher Iraining
The rs eacherraining seminar was conduced by he !ewish Museum o Greece in Ocober
2004 and resuled in he disribuion o lolocausrelaed eaching maerials.
One paricular school exbook involves a projec on he hisory o Thessaloniki, where sudens
are encouraged o discover, hrough maps, phoographs, and eld rips, a lie o he oncepros
perous !ewish communiy. The aim o he projec is o help sudens realize he loss caused by
he exerminaion o a minoriy group.
The day designaed as lolocaus Remembrance Day is 27 !anuary. Among he main organizers
o he commemoraive lolocaus evens is he Cenral !ewish 8oard o Greece. The opic o he
lolocaus is covered by he !ewish Museum o Greece in Ahens and he !ewish Museum o
Thessaloniki, which holds educaional visis or sudens.
lnormaion was provided by he Greek delegaion o he lTl, he Service o Diplomaic and
lisorical Archives o he lellenic Minisry o loreign Aairs, he Minisry o Naional Lducaion
and Religious Aairs, he Greek Pedagogical lnsiue, and he !ewish Museum o Greece in
Ahens. Greece is an lTl liaison projec counry.
87
HOLY 5FF
As he cenral governmen o he Caholic Church, he loly See provides a general ramework
or dealing wih lolocaus issues. Local churches deal independenly wih educaion and is
ormulaion in accordance wih provided guidelines. Given he high moral auhoriy o he loly
See conerred by he Pope, saemens made by he loly See have widespread repercussions.
ln !974, he loly See esablished he Commission or Religious Relaions wih he !ews. The
commission's work ocuses on osering dialogue wih he !ewish people, repudiaion o ani
Semiism, and he promoion o he objecive presenaion o he !ews in preaching and ca
echesis in he Roman Caholic Church. A componen o lolocaus educaion is remembrance
o he lolocaus.
The commission has issued a documen eniled We remember: A reecion on he Shoah. ln
a leer presening he documen, Pope !ohn Paul ll reerred o he lolocaus as an indelible
sain on hisory and as a horrible genocide.
The Vaican organized a concer in commemoraion o he vicims o he lolocaus on 7 April
!994. There, Pope !ohn Paul ll assered ha i was no enough o merely remember such an
even, due o new maniesaions o aniSemiism, xenophobia, and racial hared, which were
he seeds o hose unspeakable crimes hen. le also sressed ha humaniy could no permi
all ha o happen again.
The commission saed ha he abovedescribed ideas should penerae he lie o he Roman
Caholic Church and become is consan objecive.
lnormaion was provided by he Commission or Religious Relaions wih he !ews via he Per
manen Mission o he loly See o he OSCL.
CouhIry Summaries
HUNGARY
According o he Minisry o Lducaion, he opic o he lolocaus is included as a compulsory
opic in he naional curriculum.
The Minisry o Lducaion repored ha he opic o he lolocaus is included in he hisory
curriculum and parially in courses on lieraure, social sciences, ar, and ehics. Some schools
oer opions where he opic is elaboraed in greaer deail. Sudens iniially learn abou he
lolocaus a he age o !4 and hen in subsequen years hrough secondaryschool curricula.
lungarian nongovernmenal insiuions also underake inormal educaion projecs.
The variey o accessible exbooks indicaes a lack o a commonly agreed deniion o he lo
locaus. The Minisry o Lducaion, however, emphasizes ha he concep indicaes one o he
mos horrible crimes ever commied.
1eacher Iraining
The Minisry o Lducaion and he lannah Arend Associaion oer inservice eaching semi
nars and educaional workshops. According o sae auhoriies, approximaely !50 eachers
ake advanage o he raining opporuniies annually.
Nongovernmenal organizaions and individual eachers underake a number o pracical ini
iaives. lor example, he Lauder !avne !ewish Communiy School runs a projec ha enables is
sudens o ake an acive role in making documenaries and doing video inerviews wih lolo
caus eyewinesses. Sudens' work is oen published in a lierary yearbook and is oen urher
disseminaed or educaional purposes. Anoher example o a suden projec is he bilingual
publicaion f.a ve/nmanns //a/, of 1941-1945, wrien by a eenage girl during he lolocaus.
This publicaion is available on he lnerne and in prin. Sudens are also acively involved in
he preparaion o evens or lungary's lolocaus Memorial Day.
The lolocaus Memorial Cenre was inauguraed on !6 April 2004. The sae also designaed !6
April, which signies he dae o he esablishmen o he rs lungarian gheo, as he ocial
lolocaus Memorial Day.
lnormaion was provided by he Minisry o Lducaion o he Republic o lungary, he lolo
caus Memorial Cenre in 8udapes, he lannah Arend Associaion, he laver loundaion,
he lolocaus Sudies Programme a he Lvs Lorand Universiy in 8udapes, and he Lauder
!avne !ewish Communiy School in 8udapes. lungary is an lTl member counry.
89
ICFLAND
There is no !ewish communiy in lceland ha could be described as survivors o he lolocaus.
The only connecion o he lolocaus is he experience o a single lcelandic person, a survivor
o he Sachenhausen concenraion camp, and knowledge o anoher lcelander killed in he
same camp. ln ligh o hese circumsances, he sae has no organized evens conneced o
lolocaus commemoraion such as a lolocaus memorial day or a lolocaus museum.
Since lcelandic uses old lcelandic words o ranslae oreign words, he erm lolocaus is ren
dered as /e/f/. The origin o he word can be daed as ar back as !589. The erm was rs
associaed wih he persecuion o !ews aer he ranslaor o he American miniseries The
lolocaus used i in he early !980s.
The lolocaus is inegraed ino eaching abou World War ll a he secondaryschool level, a
he approximae ages o !620. Noably, he rs book ha menioned he persecuion and kill
ing o !ews was published in !942, during World War ll. Currenly, our hisory exbooks are in
use, each o hem conaining one o hree pages o descripion on he lolocaus. The exbooks
describe he lolocaus as he Naional Socialis policy o exerminaion o he Luropean !ewry.
Reerence is made o concenraion camps as he nal soluion, wih deails on he mehods
o mass murder. Two exbooks also reer o oher vicim groups o he lolocaus such as Roma
and Sini, poliical prisoners, homosexuals, and disabled people.
Some o he books abou he lolocaus ranslaed ino lcelandic include, bu are no limied o,
!/e //a/, of ^nne //an/, f/c/mann |/e /an ano //s C//me, /ax 0no /e/en, !/e |/an/s|, fo/|/
5|e/n, and /anas 50/|case. ^ !/0e 5|o/,.
lnormaion was provided by he laculy o Law and Social Sciences a he Universiy o Akureyri,
lceland.
CouhIry Summaries
IRFLAND
The subjec o he lolocaus is an implici componen o he hisory syllabus or junior sudens
(ages !2!5). The eecs o Naional Socialism and World War ll are he subjec o public ex
aminaion a he age o !5. Senior sudens may elec wo ou o six opions wihin he hisory
syllabus, courses o paricular relevance are AniSemiism in lrance and Russia, covering he
period !87!!920, and AniSemiism and he lolocaus, covering he period !920 o !945.
The lolocaus is augh primarily under he hisory syllabus, bu i also eaures in civics, social
sudies, poliical educaion, or in Lnglish. Wihin he Lnglish syllabus, works such as !/e //a/,
of ^nne //an/ are popular opions among eachers and sudens. Sudens encouner he opic
o he lolocaus a boh elemenary and secondaryschool levels, and or he rs ime a he
age o !2. According o he Deparmen o !usice, Lqualiy and Law Reorm, no specic number
o hours is allocaed o eaching abou he lolocaus in any o he syllabi. School exbooks
ocus primarily on aniSemiism and concenraion camps. Approximaely one page in each is
dedicaed o he lolocaus.
According o he Deparmen o !usice, Lqualiy and Law Reorm, he lolocaus is dened in
erms o aniSemiism. No linkage is made o oher vicim groups.
1eacher Iraining
The Deparmen o !usice, Lqualiy and Law Reorm repored ha pedagogical and didacic
raining or eachers varies in dieren universiies. The Deparmen o Lducaion and Science
does no provide direc eacher raining on he subjec o he lolocaus.
lolocaus Memorial Day has been commemoraed since 200J. The lolocaus Memorial Day
Commiee, in associaion wih he Deparmen o !usice, Lqualiy and Law Reorm, Dublin Ciy
Council, he Dublin Maccabi Chariable Trus, and he !ewish Represenaive Council o lreland,
organizes a commemoraion even. Sae auhoriies did no ideniy a specic lolocaus mu
seum, alhough he lolocaus is eaured in par a he !ewish Museum in Dublin.
lnormaion was provided by he Deparmen o !usice, Lqualiy and Law Reorm o lreland.
91
I1ALY
lolocaus educaion is addressed under Law No. 2!! on esablishing lolocaus Remembrance
Day (adoped 20 !uly 2000). The Law paricularly emphasizes he role o he ormal school sys
em in lolocaus educaion. The documen also menions lalian responsibiliy in passing he
racial laws ha led o he persecuion o he !ewish people.
The lolocaus orms par o he hisory curriculum on World War ll, alhough i is no a manda
ory subjec. Neverheless, a high percenage o schools have included he opic in heir curri
cula, in large par inspired by compeiions organized by he Minisry o Lducaion and Research
and he Union o lalian !ewish Communiies. lisory exbooks usually devoe a maximum o
hree pages o he lolocaus. Sudens rs encouner he opic a he age o 9!0 and hen a
leas wice more during heir hisory educaion in primary and secondary school. The lolocaus
is augh in boh lieraure and religious sudies. The esimaed number o hours allocaed o
eaching abou he lolocaus hroughou various iniiaives is 8!0 hours per year.
Law No. 2!! reers o he erm Shoah and denes i as he annihilaion o he !ewish people.
1eacher Iraining
Teacherraining courses are organized mosly by nongovernmenal organizaions, privae in
siuions (e.g., he Naional lnsiue or Resisance and Liberaion), and some lalian adminis
raive regions. ln 2005, a seminar on eaching abou he lolocaus in a muliculural sociey
was held in Monecaini, wih 60 eachers in aendance.
The Children o he lolocaus Associaion, in cooperaion wih he PROLDl publishing house,
creaed a documenary on lalian lolocaus survivors. This documenary wen on o become
par o he lolocaus Lducaional Ki or schools.
lolocaus Remembrance Day is commemoraed on 27 !anuary, a he naional and regional lev
els and in schools. A presen, he lolocaus eaures in !ewish museums. lowever, he parlia
men has enaced a law peraining o he building o a separae lolocaus Museum a lerrara,
and he Rome Municipaliy plans o build a lolocaus museum in Rome. A communiy iniiaive
o build a lolocaus memorial a an underground railway saion in Milan, rom where lalian
!ews were ranspored o Auschwiz, has been developed by he group 8inario 2!. The group
has also developed a websie wih general inormaion on he lolocaus (www.binario2!.org).
lnormaion was provided by he lalian delegaion o he lTl. laly is an lTl member counry.

CouhIry Summaries
KAZAKH51AN
lolocaus educaion is inegraed ino he naional curriculum hrough subjecs such as world
hisory, social sciences, and jurisprudence.
The lolocaus orms par o he ramework on world hisory and is deal wih specically in
chapers on World War ll, Russian and Kazakh lieraure, and in oher socialscience disciplines.
The Minisry o Lducaion and Science esimaed he number o hours allocaed o lolocaus
educaion hrough various courses a approximaely !220 hours.
Sae auhoriies reer o he lolocaus as he hisorical evens o he unprecedened annihila
ion o he naion and dene i specically as he genocide commied by he Nazis agains
!ews during he period o World War ll. Oher vicims are also named, including Ukrainians,
Russians, and non!ewish Poles. According o sae auhoriies, !9 million civilians or prisoners
o war were killed in concenraion camps in Sobibor, Majdanek, Dachau, and 8uchenwald.
1eacher Iraining
Naional and regional insiuions conduc a maximum o !8 eacherraining courses annually
dedicaed o he hisory o World War ll. Since 200J, Kazakh eachers have paricipaed in a
raining seminar on mehodology called ToleranceLessons o he lolocaus, which is organized
by he LuroAsian !ewish Congress, he Misva Associaion o !ewish Organizaions o Kazakh
san, and he Ukrainian Cener or lolocaus Sudies.

The sae has designaed J! May as he dae or he commemoraion o he vicims o poliical
repression. The Kazakh Declaraion o he Principles o Tolerance was adoped on !6 November
!995. This day is designaed or he promoion o he values o olerance hrough a variey o
school aciviies.
lnormaion was provided by he Minisry o Lducaion and Science o he Republic o
Kazakhsan.
93
KYRGYZ51AN
There are no ocial sae direcives ha provide a legal basis or lolocaus educaion. low
ever, he presiden o Kyrgyzsan in his humaniarian naional policy, called Kyrgyzsan Our
Common lome, encourages governmenal and nongovernmenal bodies o use maerials or
eaching abou he hisory o he lolocaus. Subsequenly, he Minisry o Lducaion signed he
Menora Agreemen o !6 lebruary 2004 wih he LuroAsian !ewish Congress and he Sociey
o !ewish Culure in Kyrgyzsan. This agreemen promoes join aciviies in he eld o each
ing abou he lolocaus in he ramework o he inernaional projec ToleranceLessons o he
lolocaus.
The Minisry o Lducaion repored ha he opic o he lolocaus is no a mandaory subjec,
alhough ineres in he opic has increased signicanly since he implemenaion o he iner
naional projec ToleranceLessons o he lolocaus. According o sae auhoriies, he lolo
caus is augh wihin he ramework o a modernhisory course. lolocaus eaching maerials
are also used in courses on human righs and on he individual and sociey. Sudens encouner
he subjec o he lolocaus wice beween he ages o !5 and !7.

According o sae auhoriies, he lolocaus is dened as he massive exerminaion o Luro
pean !ews ha ook place in Nazioccupied Lurope during World War ll.
1eacher Iraining
ln 2004, eacherraining courses were organized by he LuroAsian !ewish Congress in he rame
work o he projec ToleranceLessons o he lolocaus. Seminar paricipans were given maerials
ha would allow hem o sar eaching abou he lolocaus in he 20042005 school year.
Sae auhoriies repored ha here is neiher a lolocaus memorial day nor a lolocaus mu
seum in Kyrgyzsan. lolocaus commemoraion is conduced by !ewish communiies on he
lsraeli Day o Remembrance or wih evens organized by major inernaional agencies such as
he !ewish Agency or lsrael, he !ewish Disribuion Commiee, and he LuroAsian !ewish
Congress.
lnormaion was provided by he Minisry o Lducaion o Kyrgyzsan and he Luropean Council
o !ewish Communiies.
CouhIry Summaries
LA1VIA
Lavia's compulsory curricula make he lolocaus a par o he basic educaion sandard in his
ory. Order No. 98/56, o !2 Augus !998, orms he legal basis or his.
The lolocaus is augh primarily wihin he ramework o hisory, bu is also inegraed hrough
is ehical aspecs in socialsciences courses. ln Grade 9 (age !4), pupils receive approximaely
45 lessons allocaed o he basic acs o he lolocaus. ln Grade !2 (age !7!8), pupils receive
approximaely hree lessons ha approach he lolocaus opic in a more scienic and heo
reical way. Teaching maerials, including exbooks, cover !ewish hisory and he lolocaus in
Lavia, as well as he opic o he lolocaus in he conex o general Luropean hisory. linally,
reerences o he lolocaus are someimes made in he sudy o lieraure.
The lolocaus is considered a unique maniesaion o genocide due o he ac ha i was
universal and absolue in scope and he ac ha i comprises an unprecedened even in hu
man hisory. The lolocaus involved he mehodical and sysemaic exerminaion o he !ewish
naion everywhere ha Nazi armies were presen. ln Lavia, he lolocaus is dened as he
exerminaion o six million !ews during he years o Nazi power (!9JJ!945) in Lurope, due o
he implemenaion o he Nazi race heory.
1eacher Iraining
Regular inservice raining courses on he lolocaus are organized or hisory eachers across
Lavia. lisory eachers also receive iniial raining in his area a he Universiy o Lavia. Teach
erraining courses have also aken place in lsrael and a he US lolocaus Memorial Museum in
Washingon. A series o workshops on his opic have also aken place in Lavia.
Pracical iniiaives include workshops and visis o memorial sies and ravelling exhibiions.
The Lavian parliamen has designaed 4 !uly as a naional lolocaus memorial day. The Mu
seum o !ews in Lavia (opened in !uly 2004), he Museum o he Occupaion o Lavia: !940
!99!, he Museum o Lavian lisory, and he War Museum all presen exhibis on he lolo
caus. Moreover, here are many local and municipal museums ouside o he capial, as well as
ravelling exhibiions ha are open o viewing hroughou he counry.
lnormaion was provided by he Lavian delegaion o he lTl. Lavia is an lTl member counry.
95
LIFCH1FN51FIN
The naional school curriculum provides or a mandaory ocus on Naional Socialism and he
developmen o aniSemiism wihin lolocausrelaed sudies. This requiremen applies par
icularly in upper secondary educaion.
According o he Deparmen o School Aairs, he lolocaus orms a compulsory elemen o
he naional school curriculum in lower and upper secondary educaion. Sudens learn abou
he lolocaus rom !5 o !7 years o age. A he upper secondary level, hisory sudens ocus
on he subjec o Naional Socialism and World War ll and on he quesion o how aniSemiism
developed ino he lolocaus. lisory exbooks dedicae beween 8 and !2 pages o he opic
lrom AniSemiism o he lolocaus. Lmphasis is given no only o he lolocaus bu also o
aniSemiism, racism, and righwing radicalism, as broader phenomena. The lolocaus is also
deal wih in lieraure, philosophy, ehics, and religion courses. Alhough no xed number o
hours is allocaed o eaching abou he lolocaus, he Deparmen o School Aairs repored
ha eachers usually devoe several hours o he subjec.
The Deparmen o School Aairs repored ha he lolocaus is generally undersood as he
exerminaion o !ews in Lurope by he Naional Socialis regime. The naional school curricu
lum provides no uniorm deniion o he lolocaus. l is he eacher who provides a specic
deniion o he opic in accordance wih his or her knowledge and compeence acquired dur
ing proessional raining.
1eacher Iraining
ln general, eachers receive heir proessional raining in Swizerland and Ausria. lnservice
eacherraining courses oered in Liechensein provide paricipans wih a choice o possible
opics, including courses on aniSemiism and how i led o he lolocaus.
ln 200J, Liechensein declared 27 !anuary as lolocaus Remembrance Day or he Preven
ion o Crimes agains lumaniy. The sae has no esablished a disinc lolocaus museum,
hough, according o he Deparmen o School Aairs, various exhibiions on he subjec have
been held in he counry.
lnormaion was provided by he Deparmen o School Aairs o Liechensein.
CouhIry Summaries
LI1HUANIA
ln 200J, he Minisry o Lducaion and Science approved he Programme o lolocaus Lduca
ion Aciviies. The programme aims o promoe olerance and respec or universal human
values and muual undersanding, in addiion o he ormaion o hisorical memory and he
developmen o civil sociey. The lolocaus has been esablished as a mandaory opic augh
in hisory courses on World War ll.
The Minisry o Lducaion and Science prescribes ha eaching abou he lolocaus occur hree
imes in he ramework o hisory courses. Sudens encouner he subjec a he ages o !2,
!6, and !8. The opic is included in naional graduaion examinaions. The number o hours
allocaed o eaching abou he lolocaus is no specied, alhough esimaes provide ha ap
proximaely !0 lessons are dedicaed o he subjec. The lolocaus is also discussed in lieraure,
ehics, and religion classes.
According o inormaion provided by he Lihuanian delegaion o he lTl, he lolocaus is
dened as he genocide o he !ews.
1eacher Iraining
Since !995, he Vilnius Pedagogical Universiy has organized hree eacherraining seminars
annually or groups consising o approximaely J0 eachers. The lnernaional Commission
or he Lvaluaion o he Crimes o he Nazi and he Sovie Occupaion Regimes in Lihuania
esablished a nework o Tolerance Lducaion Cenres in secondary schools ha oer eacher
raining or hose involved wih he work o he cenres. The mehodological seminars are run
by he louse o Memory.
The Lihuanian delegaion repored ha approximaely J0 per cen o Lihuanian schools ake
par in addiional projecs relaed o lolocaus educaion. Sudens collec inormaion on he
lolocaus in heir local areas and aend or mainain !ewish cemeeries or memorial sies. ln ad
diion, he Cenre or Research on he Genocide and Resisance o he lnhabians o Lihuania
prepared a CD called The lolocaus in Lihuania.
The sae declared 2J Sepember as he Naional Memorial Day or he Genocide o he Lihuanian
!ews. The dae commemoraes he !94J murder o he remaining prisoners o he Vilnius gheo.
The lnernaional Commission and he Tolerance Lducaion Cenres organize he memorial day
and encourage schools, communiies, and lolocaus survivors o paricipae in commemoraion
evens. Local commemoraion iniiaives involving he paricipaion o regional communiies and
schoolchildren are organized by governmenal and nongovernmenal organizaions.
lnormaion was provided by he Lihuanian delegaion o he lTl. Lihuania is an lTl member
counry.
97
LUXFMOURG
According o he Luxembourg delegaion o he lTl, all secondary schools and some elemenary
schools incorporae lolocaus educaion ino hisory classes on World War ll and someimes
ino language and religion courses. The lolocaus is a compulsory opic under he ocial sae
curricula and is aimed a sudens aged !2 and !5!9. On average, wo o six hours are devoed
o eaching abou he lolocaus.
1eacher Iraining
The Minisry o Lducaion oers various courses on human righs, some o which ocus exclu
sively on he lolocaus.
A mulidisciplinary projec called Con|/e /O0c// (Agains lorgeing), which is being carried
ou by a secondary school, ocuses on an inormaion and consciousnessraising campaign. An
awarenessraising campaign wihin he projec involved a ravelling exhibi on he Nazweiler
Sruho concenraion camp in Alsace, roundable alks, and a pedagogical brochure. ln addi
ion, a !2minue documenary was produced and can be used as pedagogical maerial.
The sae has designaed !0 Ocober, he anniversary o he reerendum o !94!, as he Naional
Day o Commemoraion. According o he Luxembourg delegaion, he sae has no esab
lished a disinc lolocaus museum, hough a number o museums and memorials do eaure
he lolocaus.
lnormaion was provided by he Luxembourg delegaion o he lTl. Luxembourg is an lTl mem
ber counry.
CouhIry Summaries
MAL1A
The lolocaus is augh a he secondaryschool level in he conex o hisory classes on World
War ll. Sudens encouner he subjec once, a he age o !5.
The lolocaus is dened as he policy o enhancing he Aryan race hrough he sysemaic
exerminaion o he !ews and oher minoriies, e.g. Gypsies and he handicapped. ln oal,
!0!4 hours are allocaed o eaching abou World War ll. Teachers enjoy auonomy in dealing
wih augh subjecs, and hereore here are no xed hours allocaed o eaching abou he
lolocaus.
lnormaion was provided by he Minisry o Lducaion, Youh and Lmploymen o Mala.
99
MOLDOVA
There are no ocial direcives concerning eaching abou he lolocaus wihin Moldova's edu
caion policy. Teaching abou he lolocaus varies according o school and individual eachers.
The lolocaus is sudied mainly wihin he ramework o hisory courses. Addiional reerences
o he opic may be made in classes on humaniarian law and civic educaion, as well as in a
class called The Law and Us. Pupils learn abou he lolocaus rom grades 9 hrough !2, and
beween one and hree hours are allocaed o his end. The massacre o !ews in Transnisria is
also covered in he conex o lolocaus educaion.
The lolocaus is dened as he genocide ha ook place during he Second World War agains
he !ews bu he meaning o he deniion is wider when we alk abou he consequences o
he Second World War.
1eacher Iraining
ln April 2004, he LuroAsian !ewish Congress rained Moldovan eachers on he opic o he
lolocaus. The Minisry o Lducaion has signed an agreemen wih he LuroAsian !ewish
Congress and he Associaion o !ews rom Moldova or urher ollowup raining or school
inspecors rom dieren regions o Moldova. The Minisry added ha, only hose eachers
who were rained each abou he lolocaus.
ln 200J, a brochure eniled lolocaus was published in boh Russian and Romanian by a
Moldovan publishing house.
Two aniracism NGOs he Youh lelsinki Ciizens' Assembly and he Aniascis Democraic
Alliance o Moldova organized naionwide essay coness in 200! and 2002 on he opic
Wha do l know abou he lolocaus?. The even was broadly covered by naional media. The
cones was aimed a young people rom all over he counry. The bes essays were published
in hree languages (Lnglish, Moldovan, and Russian) in a special issue o he youh magazine
Co//age and disribued among libraries, colleges, and universiies. l was he rs aciviy on
he lolocaus organized in posSovie Moldova. These wo NGOs periodically organize semi
nars or children on he opic o he lolocaus in 8essarabia and he exerminaion o !ews and
Roma during World War ll.
A group o lolocaus survivors and aciviss o he Aniascis Democraic Alliance o Moldova
has, or several years, been publishing aricles in he magazine ve v/// Ne.e/ /o/ge||, which
covers he subjec o he lolocaus and has become a source o inormaion or he media and
an educaional ool or young people.
CouhIry Summaries
The Minisry o Lducaion repored ha lolocaus vicims are commemoraed mainly by NGOs.
On one such day, a memorial was opened in 8ali, and exracurricular aciviies were organized
in Ldine. There is no lolocaus museum in Moldova, bu periodic exhibiions are organized by
he lisory Museum in Moldova.
lnormaion was provided by he Minisry o Lducaion and Science o he Republic o Moldova
and he Youh lelsinki Ciizens' Assembly in Moldova.
101
MONACO
Teaching abou he lolocaus is inegraed ino he hisory curriculum or middle and second
ary schools.
The lolocaus is addressed in he hisory curriculum on World War ll and lrench lieraure.
l can also be augh in he ramework o Lnglish courses. Sudens encouner he opic a leas
wice, a he ages o !4!5. The lolocaus is augh or one o wo hours. Approximaely wo
o hree pages o a hisory exbook are dedicaed o he lolocaus.
The lolocaus is dened as he Nazi exerminaion policy o he !ews and he Roma.
A presen, here is no disincive lolocaus memorial day or lolocaus museum in Monaco.
lnormaion was provided by he Minisry o Sae, Deparmen o lnernal Aairs, Direcorae
o Naional Lducaion, Youh and Spors o he Principaliy o Monaco.
CouhIry Summaries
NF1HFRLAND5
The Duch educaion sysem does no operae hrough a xed curriculum bu raher hrough
he ormulaion o main objecives. The Minisry or lealh, Welare and Spors is currenly
engaged in negoiaions wih proessional developmen insiues or eachers o secure lolo
caus educaion as par o he curriculum.
The lolocaus is addressed primarily hrough hisory curricula, in he conex o World War ll, and
also in lieraure and religious sudies. A he primaryschool level, lessons address he rise o power
o he Naional Socialiss in Germany and he occupaion o he Neherlands rom !940 o !945.
ln secondary schools, he lolocaus is addressed in relaion o he hisory o he Third Reich and
he racis ideology o Naional Socialism or in relaion o he hisory o he occupaion. ln he laer
case, aenion is given o he regisraion, isolaion, deporaion, and murder o !ews in he Duch
conex and specically o Duch collaboraion wih, resisance o, or accommodaion o, he Na
ional Socialis regime. The lolocaus is also addressed hrough projecs ha deal wih prejudice,
discriminaion, racism, and he promoion o olerance and accepance wihin pluralisic socieies. A
he secondary level, schools spend approximaely 620 hisory lessons on he !9JJ!945 period.
The erm is primarily reerred o as he persecuion, deporaion and mass murder o he !ews
o Lurope by he Nazis. Oher deniions reer o all vicims o Nazi ideology, including Roma
and Sini, homosexuals, !ehovah's Winesses, and vicims o socalled euhanasia.
1eacher Iraining
The hisory aculies o various universiies provide courses on he hisory o he lolocaus. ln
Sepember 200J, however, a specialized insiue or academic research and eaching he Cenre
or lolocaus and Genocide Sudies (ClGS) was esablished. Teacher raining on World War ll
and he lolocaus occurs primarily hrough he publicaion o new eaching maerials organized
by publishing NGOs. The Associaion o Duch lisory Teachers and hisoryexbook publishers
organize annual conerences ha provide a eaching workshop on he lolocaus or World War
ll. ln auumn 2005, he ClGS and he Anne lrank louse joinly organized our oneday seminars
or eachers a our hisorical sies/museums in dieren regions o he Neherlands.
While here is no naional lolocaus memorial day, he commemoraion o he lolocaus is ied
ino he naional remembrance o all he Duch vicims o he war (4 May). Oher commemora
ions include 9 November, ///s|a//nac/| (Monumen o he !ewish Resisance in Amserdam)
and ceremonies in Weserbork, including a reading o names o all he Duch vicims o he
lolocaus in 2005. There is no lolocaus museum in he Neherlands, bu here are several
sies and museums ha are devoed o he commemoraion and educaion o he persecuion
o he !ews in he Neherlands and oher aspecs o he occupaion. The Anne lrank louse in
Amserdam should also be menioned here.
lnormaion was provided by he Duch delegaion o he lTl. The Neherlands is an lTl member
counry.
103
NORWAY
The Minisry o Lducaion and Research is responsible or a naionwide curriculum. Teaching
on he lolocaus is mandaory, and is basis can be ound in he naional curriculum or he !0
years o compulsory schooling in Norway, as well as in he Naional Plan o Acion o Comba
Racism and Discriminaion.
The lolocaus is a mandaory componen o Norway's curriculum. Norwegian schools are re
quired o use a mulidisciplinary approach o eaching abou he lolocaus. The opic is ad
dressed hrough hisory lessons, social sciences, and hrough lessons on Chrisian Knowledge
and Religious and Lhical Lducaion. Abou 20 per cen o eaching ime should be spen on
group projecs, and abou 20 per cen o all pupils visi auhenic sies. Pupils learn abou !uda
ism and he !ewish people in he 6h grade and abou aniSemiism in he 6h, 7h, and 9h
grades. The paricular issue o Naional Socialism and persecuion under he rule o Naional
Socialiss is addressed in he 9h grade.
The erm reers o he exerminaion o he !ews by he Nazi regime during he Second World
War.
1eacher Iraining
There has been no paricular eacher raining on his subjec so ar. lowever, a new course ocus
ing on he didacics o he lolocaus is being developed or eachers a Vesold Universiy College.
The Cenre or Sudies o he lolocaus and Religious Minoriies in Norway is also preparing a
eacherraining course or 2005. The Norwegian Minisry o Lducaion has provided counding.
The miniser o educaion awards a special annual 8enjamin Prize o he school ha has dis
inguished isel in working agains racism and discriminaion. The award is named aer a !5
yearold boy who was he vicim o a racially moivaed murder by a group o neoNazis. The
Norwegian Red Cross also produces an educaional programme on he lolocaus.
ln 200J, 27 !anuary was designaed as Norway's lolocaus memorial day. The Universiy o
Oslo collaboraed wih he sae o esablish a lolocaus museum, known as he Cenre or
Sudies o he lolocaus and Religious Minoriies in Norway. A lolocaus memorial monumen
has also been esablished in Oslo. ln addiion, a !ewish museum is locaed in Trondheim, as well
as a cenre in Krisiansand and anoher memorial in lalsad.
lnormaion was provided by he Norwegian delegaion o he lTl. Norway is an lTl member
counry.
CouhIry Summaries
POLAND
Teaching abou he lolocaus is explicily incorporaed ino he naional school curriculum
hrough a 200J regulaion o he miniser o naional educaion and spor.
The Naional lnService TeacherTraining Cenre explained ha he lolocaus is no augh as a
separae subjec, alhough i is incorporaed ino he hisory, Polishlieraure, and civiceduca
ion curricula o lower and upper secondary schools. l can also be elaboraed in ehics and heol
ogy classes, as well as hrough inerdisciplinary aciviies. Sudens rs learn abou he subjec a
he age o !J!4 and again a !7!8. Sae legislaion has no prescribed a xed number o hours
dedicaed o eaching abou he lolocaus, however, he Polish delegaion o he lTl esimaed
ha approximaely !2 hours in oal are allocaed o eaching abou he lolocaus. Teachers
have he reedom o choose how much ime hey would like o devoe o he issue.
The Naional lnService TeacherTraining Cenre repors ha here is no commonly agreed de
niion o he lolocaus in school exbooks. lowever, he mos popular deniion explains he
lolocaus as he planned and insiuionally organized exerminaion o approximaely six mil
lion Luropean !ews by he German Nazis during World War ll.
1eacher Iraining
Teacherraining courses are provided by he Naional lnService TeacherTraining Cenre, re
gional eacherraining cenres, he !ewish lisorical lnsiue, he lnsiue o Naional Remem
brance, universiies, he Auschwiz8irkenau Museum and Memorial, and oher memorial sies,
as well as by nongovernmenal organizaions.
lnormal lolocaus educaion is provided primarily by nongovernmenal organizaions. As an
example, he lorum or Dialogue Among Naions, a Polish nongovernmenal organizaion,
runs youh meeings or !ewish and non!ewish Poles ha ocus on cooperaive learning ech
niques ha aim o reduce prejudice beween !ewish and non!ewish sudens. The Polishlsraeli
lorum o Dialogue is a oneweek exchange projec or universiy sudens ha is held in Poland
and lsrael. The paricipans ake par in he March o he Living and discussions on he lolo
caus ha aim o overcome sereoypes and misconcepions.
The sae insiued !9 April, he dae o he sar o he Warsaw Gheo Uprising, as he Day
o Remembrance or he Vicims o he lolocaus and Prevenion o Crimes agains lumaniy.
The subjec o he lolocaus is he primary issue or seven sae or regional museums, memorial
sies, and ormer concenraion camps on he erriory o Poland.
lnormaion was provided by he Polish delegaion o he lTl, he Naional lnService TeacherTraining
Cenre, he lorum or Dialogue Among Naions, and he Polishlsraeli lorum o Dialogue. Poland is
an lTl member counry. lor more inormaion, please see he counry overview on Poland in Par 8.
105
POR1UGAL
Sae auhoriies repored ha he lolocaus is augh in elemenary and secondary schools in
he conex o hisory courses on World War ll. Sudens rs encouner he opic a he ages o
!J!4. The subjec is sudied more inensively a he secondaryschool level a he ages o !6!7.
The recommended aciviies or secondaryschool sudens include work wih dieren media
and discussions on he lolocaus. Sudens also carry ou research abou he lolocaus, collec
daa by using maps and phoographs, and regiser his daa ono a CD.
The Minisry o Lducaion advised ha i is involved in he implemenaion o various iniiaives
in relaion o he lolocaus, including publicaions, projecs, and annual quizzes. ln !994!995,
he minisry underook regional iniiaives, in cooperaion wih Lisbon's !ewish Communiy and
he Luropean !ewish Congress, o allow sudens who paricipaed in a naional quiz on he
lolocaus o mee wih lolocaus survivors.
lnormaion was provided by he Minisry o Lducaion o he Republic o Porugal.
CouhIry Summaries
ROMANIA
Several governmenal direcives regulae lolocaus educaion in Romania, including Order No.
J00!/0!.04.!999, which requires ha 24 hours be dedicaed o lolocaus educaion in syllabi
and exbooks a he lower and higher secondary levels.
lolocaus educaion is a compulsory opic or pupils beween 7h and !0h grades, and i is also
addressed in !!h grade. The opic is addressed in he conex o hisory classes, and, besides
general hisory exbooks, here are also a ew publicaions (approved by he Minisry o Lduca
ion) ha deal exclusively wih he lolocaus. The Minisry also inends o publish new resource
maerials ha would inegrae Romanian lolocaus hisory ino wider Luropean lolocaus his
ory. This provides an opporuniy o dene he lolocaus in reerence o oher vicim groups
such as he Roma. ln addiion o he compulsory courses, an opional course on he hisory o
he !ews is also provided. The lolocaus is augh in approximaely 25 per cen o high schools
(gure rom 20042005).
The lolocaus is dened as he saeaided and sysemaic persecuion and annihilaion o he
Luropean !ews by Nazi Germany and is collaboraors during he !9JJ!945 period. This deni
ion is rooed in he Repor o he lnernaional Commission on he lolocaus in Romania.
1eacher Iraining
lnservice raining cenres on he opic o lolocaus educaion have been esablished or his
ory eachers a several universiies in Romania. Training includes pedagogical and didacic
elemens.
On lolocaus Commemoraion Day, sudens visi he 8uchares Synagogue and oher monu
mens wihin he counry. Occasional visis are also made o auhenic sies in oher counries.
9 Ocober has been designaed as lolocaus Memorial Day in Romania. Though here is no lo
locaus museum, he 8uchares Synagogue and several monumens in oher ciies are dedicaed
o he lolocaus.
lnormaion was provided by he Romanian Minisry o Lducaion. Romania is an lTl member
counry.
107
RU55IAN FFDFRA1ION
Sae sandards or middle schools on general hisory explicily include he erm lolocaus.
The subjec is inroduced o sudens a he age o !5 in he conex o hisory and lieraure
courses. ln 2002, he Minisry o Lducaion published a lis o exbooks recommended or
eaching abou he lolocaus. Seven ou o he J0 hisory exbooks in use reer o he erm
lolocaus. The erm is perhaps only precisely explained in a small minoriy o exbooks. On
average, one page is allocaed o he subjec o he lolocaus. According o he inormaion
provided, hisory eachers allocae J0 minues o he opic.
The erm is dened as he exerminaion o six million !ews by he Nazis and heir allies. Oher
vicims o he lolocaus such as Sovie prisoners, Slavic people, and Roma and Sini are also
menioned.
1eacher Iraining
Teacher raining is no provided by he sae, alhough a number o seminars are provided by
he Russian Research and Lducaional lolocaus Cener. On he basis o an agreemen wih he
Moscow lnsiue o ligher Qualicaion, graduaes obain a cericae o higher qualicaion.
ln 200!2002, he Swedish Lmbassy in he Russian lederaion iniiaed a lolocauseducaion
programme called Living lisory. A number o seminars were organized in Russian owns, and
eaching maerials were ranslaed ino Russian and made available o he public.
The Russian Research and Lducaional lolocaus Cener organizes summer youh expediions
o auhenic lolocaus sies in order o commemorae he vicims. lere, sudens inscribe me
morial words on monumens. Oher aciviies include inernaional academic conerences and
symposia, educaional seminars rom 8res o Vladivosok and rom Archangelsk o Kaliningrad,
inernaional courses or eachers, compeiions or research on he lolocaus, and inerna
ional conerences or schoolchildren.
The sae has no ocially designaed a lolocaus memorial day. ln 2005, represenaives o he
governmen paricipaed in commemoraion evens on 27 !anuary ha were organized by he
Russian Research and Lducaional lolocaus Cener. The Poklonaya Gora Memorial Synagogue
in Moscow houses an exhibiion on he lolocaus.
lnormaion was provided by he Russian Research and Lducaional lolocaus Cener, he Ani
Deamaion League (Moscow branch), and he Moscow 8ureau or luman Righs.
CouhIry Summaries
5AN MARINO
The ODllR was inormed ha he lolocaus is no presened as a separae heme in school
curricula. lnsead, i is presened in he ramework o a variey o subjecs. The sae secreary
repored ha he school curriculum presens he lolocaus in a saisacory way.
lnormaion was provided by he Secreary o Sae or Lducaion, Universiy, Culure, Commu
nicaions and Research.
109
5FRIA AND MON1FNFGRO
The naional school curricula incorporae eaching abou he lolocaus in boh he Republic o
Serbia and he Republic o Monenegro.
ln boh republics, he lolocaus is augh primarily hrough hisory courses. The Serbian school
curriculum incorporaes lolocausrelaed opics ino oher sudy areas such as lieraure, so
ciology, and heology. Sudens rs encouner he subjec a age !4 and hen again a age !6
and/or !8. Sae auhoriies repored ha a oal o 7.5 hours are allocaed o eaching abou
he lolocaus in Serbia, and hree hours in Monenegro.
The Minisry o Lducaion and Spor o he Republic o Serbia explained ha he lolocaus is
dened as liler's ani!ewish policy aimed a 'solving he !ewish quesion'. Serbian hisory
exbooks do no use he erm lolocaus, bu genocide, insead. lowever, sociology exbooks
explain he erm lolocaus as exerminaion, mos likely by re. Monenegrin exbooks ex
plain he lolocaus as he suering o he !ews during World War ll.
1eacher Iraining
According o he inormaion provided, here are no specic eacherraining courses aimed a
eaching abou he lolocaus in he Republic o Serbia or in he Republic o Monenegro.
The !ewish lisorical Museum in 8elgrade cooperaes wih cerain local auhoriies in organiz
ing evens commemoraing he lolocaus.
The !ewish lisorical Museum o 8elgrade presens he hisory and culure o he !ews o ormer
Yugoslavia, wih special aenion given o he lolocaus. l also occasionally organizes semi
nars or schools. The Museum o Genocide Vicims in Kragujevac in he Republic o Serbia deals
wih World War ll crimes commied agains Serbs, !ews, and Roma. The dae o he uprising by
he prisoners in he !asenovac concenraion camp, 22 April, is commemoraed in he Republic
o Serbia as he Day o Remembrance o Genocide Vicims. The Minisry o Lducaion and Sci
ence o he Republic o Monenegro inormed he ODllR ha here is no separae lolocaus
memorial day.
lnormaion was provided by he Minisry o Lducaion and Spor o he Republic o Serbia, he
Minisry o Lducaion and Science o he Republic o Monenegro, he !ewish lisorical Museum
in 8elgrade, he lund or Genocide Research, and he !asenovac Commiee o he loly Synod
o 8ishops o he Serbian Orhodox Church.
CouhIry Summaries
5LOVAKIA
The Minisry o Lducaion repored ha he lolocaus orms par o he school curriculum.
The opic is augh in elemenary and secondary schools in he ramework o courses on na
ional and world hisory, as well as in Slovak lieraure and a course on he science o sociey.
ln secondary schools, he lolocaus can be discussed as an opional subjec. Sudens rs
encouner he subjec o he lolocaus a he age o !0. The Minisry o Lducaion repored
ha J!0 hours o eaching are alloed o he lolocaus. ln general, exbooks dedicae 2!0
pages o he hisory o !udaism and he persecuion o he !ewish people during World War ll.
ln addiion, approximaely 20 per cen o sudens visi auhenic sies.
According o sae auhoriies, he lolocaus is dened as he sysemaic aemp a he exermi
naion o !ews, persecuion and mass murder o he !ewish populaion in concenraion camps.
1eacher Iraining
The Minisry o Lducaion repored ha pedagogical cenres organize !0 eacherraining
courses on an annual basis. One o he opics included in he seminars is he lolocaus.
The sae designaed 9 Sepember, he dae o he inroducion o he !ewish Code o !94!,
as he Day o Vicims o he lolocaus and Racial Violence. The Museum o !ewish Culure in
8raislava includes an exhibiion devoed o he lolocaus.
lnormaion was provided by he Minisry o Lducaion o Slovakia. Slovakia is an lTl liaison
projec counry.
111
5LOVFNIA
According o he Naional Lducaion lnsiue, reerence o he lolocaus is included in he
school hisory syllabi.
The lolocaus is augh wihin he ramework o he hisory syllabus and also menioned in
lieraure courses. Sudens encouner he subjec o he lolocaus a he ages o !4!5, hen
again in some secondary schools a he ages o !8!9. As he syllabi are o an open characer,
eachers are ree o choose he exen o which hey each abou he lolocaus. According
o he Naional Lducaion lnsiue, approximaely one o wo hours are allocaed o eaching
abou he suering o civilians during World War ll. On average, one page o a exbook is de
voed o he issue o he lolocaus.
The lolocaus is dened as he Nazi nal soluion o he !ewish quesion, which led o he
esablishmen o concenraion camps wih he purpose o exerminaing he enemies o he
Aryan race, mainly he !ews. Oher vicims o persecuion poliical prisoners and Roma are
also menioned.
1eacher Iraining
Sae auhoriies repored ha eacherraining courses do no specically address lolocaus
educaion.
A group o researchers nanced by he American !oin !ewish Disribuion Commiee and
Claims Conerence conduced a projec called !ews and AniSemiism in Slovenia: lolocaus
and Lradicaion o Memory. The projec aims o change he saus quo o lolocaus educaion
in Slovenia. A comprehensive lolocauseducaion plan and awarenessraising maerial will be
submied o he Slovenian Minisry o Lducaion and Spor.

According o he public auhoriies, he sae has designaed 9 May as lolocaus Memorial Day.
l was sressed, however, ha commemoraions are held o remember all he vicims o ascism
and Naional Socialism. Sae auhoriies repored ha here is no lolocaus museum due o
he presence o only a small !ewish populaion in he norhern region o Slovenia during World
War ll.
lnormaion provided by he Naional Lducaion lnsiue o he Republic o Slovenia, he Re
gional Museum and Synagogue in Maribor, and he lnsiue or Lhnic Sudies.
CouhIry Summaries
5PAIN
School curricula are deermined in par by he Spanish Minisry o Lducaion and in par by each
o he auonomous communiies (regional governmens). Teaching abou he lolocaus is no
dened as an obligaory subjec o be elaboraed in school curricula. Some sudens hear abou
he opic a he age o !5 in he ramework o a class on World War ll. ln oal, approximaely
one paragraph o school exbooks is allocaed o he lolocaus. There are no disincive ex
books ha presen he subjec in deph.
There is no agreed deniion o he lolocaus. lolocaus commemoraion evens, held in Spain
or he rs ime on 27 !anuary 2005, sared discussions on he subjec.
1eacher Iraining
The ODllR was inormed ha here is a lack o eacherraining programmes in he eld o
lolocaus educaion.
lndividual eachers and aciviss, upon heir own iniiaive, occasionally conduc exracurricular
seminars on he lolocaus. The lederaion o !ewish Communiies o Spain, in conjuncion wih
he Minisry o !usice, plans o develop a curriculum on lolocaus educaion. Some schools are
visied by concenraioncamp survivors and members o he Amical de Mauhausen associaion.
ln 2005, he rs Spanish naional commemoraion o 27 !anuary was held in he Spanish
Chamber o Depuies. The parliamen o he Auonomous Communiy o Madrid held an even
commemoraing he lolocaus in !anuary or he sixh consecuive year. lolocaus vicims were
also commemoraed by he Caalan parliamen in 2005. The sae has no esablished a naional
lolocaus museum. lolocaus exhibiions are occasionally held by various organizaions and
insiuions.
lnormaion was provided by Mr. !ose Anonio de Miguel (Minisry o !usice), he lederaion o
he !ewish Communiies o Spain, 8'nai 8'rih 8arcelona, and he !ewish School in Madrid. lor
more inormaion, please see he counry overview on Spain in Par 8.
113
5WFDFN
The Swedish educaional sysem is under he auspices o local auhoriies. The Naional Agency or
Lducaion has prescribed an explici reerence o he lolocaus wihin he hisory curriculum.
Sudens encouner he subjec o he lolocaus a he ages o !!!2 and !6. ln general, a
leas hree hours are devoed o he subjec. Sudens ypically learn abou he lolocaus in he
conex o hisory lessons on World War ll, hough he opic is also presened in religious and
socialsudies work. School exbooks on he lolocaus are only one o he available mehod
ologies used in eaching abou he subjec. The number o pages dedicaed o he lolocaus
varies beween wo and seven and depends on he hisory exbook in use. The Swedish delega
ion o he lTl poined ou ha he exac number o pages allocaed o he issue is irrelevan
due o Sweden's decenralized educaion sysem, which provides or lolocaus eaching wihin
projec rameworks. Oher eaching aids include meeings wih lolocaus eyewinesses, lms,
and visis o memorials and auhenic sies. The delegaion esimaed ha a leas !0 per cen
o Swedish sudens visi memorials and auhenic sies.

Sweden uses he erm ///n|e/sen, which reers o he Nazi genocide o !ews and cerain oher
ehnic groups during he Second World War in !9J9!945 or he liler era, !9JJ!945, when
he lolocaus was 'prepared' hrough he euhanasia programmes.
1eacher Iraining
The Living lisory lorum, a governmen agency, and he Swedish Commiee Agains AniSem
iism, a nongovernmenal organizaion, oer seminars specically on he lolocaus, including
on subjec heory and pracical didacics and how o each abou he lolocaus. Some seminars
are open o he public and enjoy high aendance. The courses have been organized in close
cooperaion wih he Swedish Teachers Union, he Universiy o Uppsala, and he Universiy o
Gohenburg. The Swedish delegaion noed ha eachers who paricipae in he seminars claim
ha hey are ineresed in, and commied o, he subjec.
The day designaed as lolocaus Remembrance Day is 27 !anuary. The Living lisory lorum is
responsible or coordinaing commemoraive ceremonies and assising wih local iniiaives. The
Living lisory lorum is a naional insiuion esablished or he purpose o promoing democracy,
olerance, and human righs, wih he lolocaus as a saring poin. The lorum aims is educaion
al and inormaion programme a he broader public, wih a special ocus on children and youh.
lnormaion was provided by he Swedish delegaion o he lTl. Sweden is an lTl member counry.
CouhIry Summaries
5WI1ZFRLAND
Responsibiliy or educaion policy does no lie a he ederal level, bu raher wih he dier
en canons. While schools are required o each abou he lolocaus, here are no cenrally
designed curricula or eachereducaion programmes.
lolocaus educaion is addressed hrough he hisory curricula in he conex o World War ll
and hrough he subjecs Tolerance and luman Righs, boh o which are mandaory subjecs
or all pupils. A he elemenary and highschool level, he curriculum provides or a linkage o
he opic o modernday xenophobia and racism by examining pupils' aiudes and values and
promoing acive solidariy and olerance. Noably, lolocaus educaion has been par o he
curriculum or many years. Regardless o canonal dierences and eaching levels, a reevalu
aion o he curriculum ook place in he lae !990s as a resul o he discussion on he role o
Swizerland during World War ll.
1eacher Iraining
Ongoing and coninuing proessional raining is oered o eachers, in close cooperaion
wih he nongovernmenal organizaion Swiss Sociey o Teachers in lisory. Topics include
preparing lolocaus Remembrance Day and how o deal wih he rise o naional populism
and exremerigh ideas in a school environmen. Teaching maerials are available in German
and lrench.
Guided ours o Auschwiz are organized or sudens and eachers, and various ravelling ex
hibiions on he lolocaus have also been organized. ln addiion, projecs unded by he gov
ernmenal und Agains Racism, or luman Righs include an exhibiion on Anne lrank, coner
ences on aniSemiism, and exchanges o !ewish and Swiss sudens.
ln 2004, 27 !anuary was designaed as lolocaus Memorial Day. There is no lolocaus mu
seum, alhough here is a !ewish Museum o Swizerland. Some exhibiions on he lolocaus
have been se up in naional museums hroughou Swizerland.
lnormaion was provided by he Swiss delegaion o he lTl. Swizerland is an lTl member
counry.
115
1AJIKI51AN
The Minisry o Lducaion repored ha he sae has no implemened separae direcives re
garding eaching abou he lolocaus. The subjec is menioned wihin he school curriculum
on he hisory o World War ll. School exbooks use a Tajik erm, qa|// om, which corresponds o
he erm lolocaus and means desrucion o weighs. The Minisry inormed he ODllR ha
here is neiher a lolocaus museum nor a naional lolocaus memorial day in Tajikisan.
lnormaion was provided by he Minisry o Lducaion o Tajikisan.
CouhIry Summaries
1URKFY
The Minisry o Lducaion repored ha sudens encouner he subjec o he lolocaus a he
upper level o elemenary school. Civics and humanrighs exbooks provide reerence o he
lolocaus as ollows: beore and during World War ll, under he reign o Mussolini in laly and
also under he reign o liler in Germany, especially !ewish people were orured. During he
war in Germany, more han six million !ewish people were killed in gas chambers.
The !ewish Communiy o Turkey provided inormaion on is aciviies in he eld o lolocaus
educaion, such as publishing relevan books, organizing exhibiions o phoos rom concen
raion camps, and inviing lolocaus survivors or he commemoraion o lolocaus Remem
brance Day.
The !ewish Museum o Turkey was esablished by he Quincenennial loundaion in 200!
in order o collec, preserve, and exhibi he hisory o ineracion beween Turks and !ews.
The !ewish Communiy repored ha here was no disincive secion on he lolocaus wih he
excepion o a special display o he rescue eors underaken by he Turkish diplomas o save
Turkish !ews in Nazioccupied Lurope.
lnormaion was provided by he Minisry o Lducaion o Turkey and he !ewish Communiy o
Turkey.
117
1URKMFNI51AN
The ODllR did no receive any inormaion relaing o lolocaus educaion in Turkmenisan
rom he sae auhoriies.
The Luropean Council o !ewish Communiies repored ha exising sae legislaion and pro
cedures do no allow or he ormaion o religious NGOs unless he relevan group can provide
he signaures o a leas 50,000 members.
There is only an inormal lolocaus commemoraion in Turkmenisan, which is held by he !ew
ish communiy in Ashgabad.
lnormaion was provided by he Luropean Council o !ewish Communiies.
CouhIry Summaries
UKRAINF
The lolocaus is incorporaed ino he secondaryschool curriculum in he conex o he sub
jec The World and Ukrainian lisory. The Tkuma Cenral Ukrainian lolocaus loundaion
repored ha he curriculum also provides or he lolocaus opic o be included in graduaion
exam quesions.
The subjec is presened in he las grade o secondary school wihin he ramework o a hisory
course, and i is also reerred o in socialsudies and ehics courses. No xed number o hours is
allocaed o lolocaus educaion, and he exen o sudy on his opic varies signicanly among
schools. Texbooks also allocae varying degrees o coverage o he opic o he lolocaus. The Min
isry o Lducaion and Science recommends o schools hose exs ha eaure a separae chaper
or a moreindeph presenaion o he lolocaus. Some eachers also use heir own maerials.
Texbook deniions o he lolocaus vary according o he auhor. ln general, he lolocaus is
reerred o as he Nazi plan or he physical annihilaion o he !ews in he occupied Luropean
counries during World War ll. The general erms genocide and violence are oen used in place
o he erm lolocaus.
1eacher Iraining
Dozens o eacherraining courses are organized on an annual basis by he Tkuma loundaion,
he Ukrainian Cener or lolocaus Sudies, he Cenre o !ewish Lducaion in Ukraine, and
oher nongovernmenal research and educaional insiuions.
The Anne lrank louse Museum in Amserdam has suppored a lolocaus and Tolerance Ldu
caion projec implemened by he Ukrainian Cener or he las hree years. The programme
includes exhibiions, peer raining, and eacher seminars. The Tkuma loundaion, he Ukrainian
Cener or lolocaus Sudies, and oher nongovernmenal organizaions also underake a vari
ey o pracical iniiaives, including workshops, compeiions, and lecures.
ln 2005, 29 Sepember was designaed as a memorial day o commemorae he vicims o he
mass killing o 8abi Yar. The presiden gave a special direcive concerning he commemoraion,
he holding o a scholarly conerence, and he creaion o a museum a 8abi Yar in Kiev, or
which preparaions have already sared. The !ewish communiies in Ukraine also commemorae
Yom laShoah. The Tkuma loundaion marked and commemoraed 27 !anuary (he day o he
Auschwiz liberaion) as lolocaus Memorial Day or he rs ime in 2005. There is no as ye
any sae lolocaus museum in Ukraine. A small lolocaus museum room in Kharkov has been
esablished upon a local iniiaive. There are oher privae or communiyunded exhibiions
in Simpheropol, Lvov, MogilevPodolsky, and Aremovsk. ln addiion, he Tkuma loundaion
repored ha i is currenly working o se up a naional lolocaus museum in Dneproperovsk
wihin he nex hree years.
119
lnormaion was provided by he Minisry o Lducaion and Science o Ukraine (reply accep
ed by Miniser Sanislav Nikolaenko), he Tkuma Cenral Ukrainian lolocaus loundaion, he
Ukrainian Cener or lolocaus Sudies, and he Associaion o !ewish Communiies and Orga
nizaions in Ukraine.
CouhIry Summaries
UNI1FD KINGDOM
The lolocaus is a sauory subjec in he Lnglish naional curriculum, bu no in Wales, Sco
land, or Norhern lreland.
The lolocaus is addressed as par o he hisory subjec in 9h grade (!J!4 years old) as a
componen o he opic A World Sudy aer !900. Aspecs o he lolocaus may also be ad
dressed in religious educaion, Lnglish lieraure, science, ciizenship, and ar. Some sudens
explore he Kinderranspor in 6h grade (age !0!!) as par o 8riain and he Second World
War. Many schools choose o each abou he lie o Anne lrank. The lolocaus is also par
o public examinaions. While he lolocaus is no currenly sauory in Wales, Scoland, or
Norhern lreland, a number o schools each abou i and have also hosed he ravelling exhibi
Anne lrank: a lisory or Today, provided by he Anne lrank louse, Amserdam.
There is no se deniion or he lolocaus wihin he UK. lor he creaion o he lolocaus
Memorial Day Trus, he lome Oce creaed a deniion o he lolocaus ha reers o he
persecuion and mass murder o !ewish people by he Nazis and heir accomplices in addiion
o he persecuion and murder o oher groups o people, including Roma, Sini, black people,
he menally and physically disabled, homosexuals, and many o he Slavic peoples. ln schools,
he erm lolocaus is, a imes, used specically in reerence o genocide agains he !ews, and
a oher imes o describe he persecuion o all he racial and ideological groups, wih paricu
lar reerence usually made o he !ewish vicims.
The lolocaus Lducaional Trus akes groups o eachers and sudens on woday visis o
Auschwiz8irkenau. Over he las six years, J,200 people have paricipaed in hese rips. ln No
vember 2005, he Treasury (sae auhoriies) announced unding or he lolocaus Lducaional
Trus o allow wo sudens rom every UK school o visi Auschwiz8irkenau. This decision will
enable more sudens o dieren ehnic backgrounds o gain a greaer undersanding o he
lolocaus. Many schools visi he Anne lrank louse in Amserdam, as well as local exhibiions
such as he 8eh Shalom, he !ewish Museum, and he lmperial War Museum.
lolocaus Memorial Day is held on 27 !anuary, wih he rs even held in 200!. The day is
marked by a naional even ha is aended by governmen gures, lolocaus survivors, and oh
ers. Regional and communiy groups are also encouraged o hold local evens or he public, and
he lome Oce provides unding, as well as a Local Aciviies Pack, o assis wih such evens.
The Deparmen o Lducaion and Skills produces maerials or lolocaus Memorial Day. A lolo
caus memorial was insiued in lyde Park in !98J. ln !une 2000, lM he Queen opened a per
manen lolocaus exhibiion a he lmperial War Museum. Some 25,000 8riish school sudens
visi he exhibiion every year and paricipae in sessions wih rained lolocaus educaors.
lnormaion was provided by he UK delegaion o he lTl. The Unied Kingdom is an lTl mem
ber counry.
121
UNI1FD 51A1F5 OF AMFRICA
Responsibiliy or educaion policy lies wih each o he 50 individual saes. The saes have
developed varying legal approaches o lolocaus educaion, rom specic mandaes requiring
eaching abou he lolocaus o commissions and councils supporing lolocaus educaion.
The lolocaus is explicily or implicily named in socialsudies sandards creaed by he indi
vidual saes. The majoriy o schools address he subjec. The lolocaus is primarily augh as
par o courses on US hisory, world hisory, and in oher socialsudies classes. Some schools
oer a separae elecive course. l is esimaed ha beween one and wo weeks o class ime
are allocaed o eaching abou he lolocaus. Sudens are inroduced o he hisory o he
lolocaus boh in middle and high school and or he rs ime a he ages !! o !2. Sandard
exbooks conain J5 pages o inormaion on he rise o he Naional Socialism, World War
ll, and he persecuion and murder o he !ews. Lducaional maerials oen conain maps o
concenraion camps. Lieraure used includes independen publicaions such as !/e //a/, of
^nne //an/, N/g/|, and 50/./.a/ /n ^0sc/./|z.
The Unied Saes lolocaus Memorial Museum denes he lolocaus as ollows: he sae
sponsored, sysemaic persecuion and annihilaion o Luropean !ewry by Nazi Germany and is
collaboraors beween !9JJ and !945. !ews were he primary vicims six million were mur
dered, Gypsies, he handicapped and Poles were also argeed or desrucion or decimaion or
racial, ehnic, or naional reasons. Millions more, including homosexuals, !ehovah's Winesses,
Sovie prisoners o war and poliical dissidens, also suered grievous oppression and deah
under Nazi yranny.
1eacher Iraining
lolocaus museums, resource cenres, NGOs, sae commissions, and councils provide he in
service raining or eachers a he local, sae, and naional levels.
US schools, oundaions, and museums have developed a large number o iniiaives. Among
hem is Daniel's Sory, he Unied Saes lolocaus Memorial Museum's exhibiion designed
or children. The sory is based on he diary accouns o children who experienced lie during
he lolocaus. l is based on overhead narraion, diary pages, and walkhrough environmens.
Oher iniiaives include ravelling exhibiions such as Nazi Olympics and Lie in Shadows: lid
den Children and he lolocaus. The sae curricula o New !ersey and llorida address he issue
o aniSemiism comprehensively.

The ederal governmen recognizes he 27h o Nissan o he lebrew calendar as he dae o
he commemoraion o he lolocaus vicims. Congress mandaed he Unied Saes lolocaus
Memorial Museum as he naional museum o provide lolocaus educaion and o encourage
commemoraion o lolocaus vicims hroughou he counry.
CouhIry Summaries
lnormaion was provided by he US delegaion o he lTl. The Unied Saes is an lTl member
counry.
123
UZFKI51AN
The opic o he lolocaus is no a mandaory subjec. l is inegraed ino he ramework o he
hisory o World War ll. ln paricular, his involves he sudy o he deporaion and exermina
ion o millions o !ews. The Minisry o loreign Aairs repored ha he experiences o oher
naions and vicims o he ascis genocide are also included in eaching abou he hisory o
World War ll. The lolocaus is also menioned in lieraure, religious sudies, and ehics.
The Minisry o loreign Aairs repored ha he lolocaus is mos commonly dened as he
physical exerminaion (genocide) o he !ewish people during World War ll.
1eacher Iraining
Teacherraining seminars cover he issues o olerance and causes o ehnic conics. No spe
cic lolocausrelaed seminars were idenied.
The Minisry o loreign Aairs assured he ODllR ha he commemoraion o lolocaus vic
ims is conduced in he ramework o he lnernaional Day o lolocaus Vicims, as well as
being included in he ramework o he Naional Day o Memory and lonour or he Vicims
Who Perished or he lndependence o he Moherland (9 May).
The Luropean Council o !ewish Communiies repored ha a lolocaus commemoraion is
organized by local !ewish groups (primarily) in conjuncion wih he lsraeli Day o Remem
brance. lolocaus commemoraion is also oen held in conjuncion wih evens organized by
inernaional !ewish agencies such as he !ewish Disribuion Commiee, he LuroAsian !ewish
Congress, and he !ewish Agency or lsrael.
According o sae auhoriies, here is a museum o commemorae all hose who perished dur
ing World War ll, alhough a separae memorial or lolocaus vicims has no been esablished.
lnormaion was provided by he Minisry o loreign Aairs o Uzbekisan and he Luropean
Council o !ewish Communiies.
CouhIry Summaries
FORMFR YUGO5LAV RFPULIC OF MACFDONIA
The 8ureau or Developmen o Lducaion repored ha he subjec o he lolocaus is par o
he curriculum or elemenary and secondary schools.
Teaching abou he lolocaus is inegraed ino he ramework o he hisory o World War ll,
and he opic is also menioned wihin he civilculure and sociology curricula.
1eacher Iraining
The sae does no provide separae eacherraining courses in he eld o lolocaus educaion.
The 8ureau or Developmen o Lducaion saed ha eachers are sucienly rained o each
abou he lolocaus.
The !! March !94J loundaion, whose name reers o he deporaion o he !ewish populaion
o he Treblinka concenraion camp, sponsors a wriing compeiion or he bes sory on he
lolocaus in one o he daily newspapers and organizes a lierary compeiion or secondary
school sudens every ve years. Awards or he winners are presened a he commemoraion
o he !! March evens. Members o he !ewish Communiy have also underaken an iniiaive
o conduc a 45minue class on he lolocaus in any school ha expressed ineres in he
subjec.
The sae has designaed a separae lolocaus memorial day, !2 March. The !ewish Commu
niy inormed he ODllR abou sae suppor and good media coverage o he Yom laShoah
(lolocaus Remembrance Day according o he lebrew calendar). The !ewish Communiy o
he ormer Yugoslav Republic o Macedonia is championing he consrucion o a lolocaus
Memorial Cenre on he basis o he sae Law on Denaionalizaion passed in 2000. The !ewish
Communiy repored ha here have been legal obsacles in he process o denaionalizaion
o !ewish propery.
lnormaion was provided by he 8ureau or Developmen o Lducaion and he !ewish Com
muniy o he ormer Yugoslav Republic o Macedonia
ParI

EducaIioh oh Ihe HolocausI ahd oh
CohIemporary AhIi-SemiIism: Challehges
ahd OpporIuhiIies !or AcIioh
127
C/an|eo, ./a| .e so oo//, ano /es/|an|/, ca// 5/oa/ o/ |/e /o/oca0s| /ao
man, /ng/eo/en|s. 80| no one ./// oen, |/a| /| .o0/o no| /a.e |a/en /ace /f
an|/-5em/|/sm /ao no| ceen /|s o//./ng fo/ce.
Keynoe Speech by Llie Wiesel a he Second OSCL Conerence on Ani
Semiism, 8erlin, 2829 April 2004
ackground
The 8erlin Declaraion o he OSCL conerence on 29 April 2004 expressed concern ha ani
Semiism, ollowing is mos devasaing maniesaion during he lolocaus, has assumed new
orms and expressions, which, along wih oher orms o inolerance, pose a hrea o democra
cy, he values o civilizaion, and, hereore, o overall securiy in he OSCL region and beyond.
To comba his problem, he OSCL paricipaing Saes commied hemselves o a series o en
deavours, including measures o promoe, as appropriae, educaional programmes or comba
ing aniSemiism and o promoe remembrance o and, as appropriae, educaion abou he
ragedy o he lolocaus, and he imporance o respec or all ehnic and religious groups.
Reerring o his commimen, his par o he sudy addresses he curren challenges acing
educaional conronaions wih he lolocaus and wih aniSemiism. l documens boh he
impressive eors made o each abou he lolocaus and also hose made o ace hese cur
ren challenges in our OSCL counries. These our counry overviews illusrae how approaches
o lolocaus educaion and also o combaing aniSemiism are developed under diverse local
seings and global challenges.
26
Germany is seen as a poin o deparure because a comparably large number o NGOs and edu
caional insiuions here are acive in examining he issues o eaching abou he lolocaus and
combaing aniSemiism. Due o Germany's role in he lolocaus and World War ll, a variey
o programmes and approaches have been developed here. Poland was chosen because o is
unique siuaion during he lolocaus. Almos 90 per cen o he !ewish populaion in Poland
was murdered, and i was in Poland where he Nazis buil mos o heir deah camps. l is also
one o he ormer Cenral Luropean socialis saes ha recenly became a member o he LU,
l. Lducaion on he lolocaus and on
Conemporary AniSemiism:
4 Counry Overviews
26
The inormaion in hese counry overviews was provided by he Task lorce on Anisemiism and Lducaion, he 8erlin
oce o he American !ewish Commiee, in cooperaion wih naional expers rom he our counries.
and i is predominanly Caholic. Denmark is represenaive o norhern Luropean counries, wih
a Proesan and Scandinavian background, and mos o Denmark's !ewish populaion was res
cued during he lolocaus. A souhern Luropean counry, Spain is also predominanly Caholic.
Spain's involvemen in World War ll diered rom oher Wesern Luropean saes, and i can look
back o an impressive hisory o inerreligious and inerculural undersanding and peace.
Wih highly divergen naional hisories, hese our counries dier no only in heir experience
o World War ll and he lolocaus bu also in heir approaches o eaching abou he lolo
caus and o conroning conemporary aniSemiism. The sudy shows ha in each o he our
counries educaional programmes argeing conemporary problems in a specic manner are
currenly under developmen. This sudy assesses a variey o educaional sraegies in erms o
heir poenial and limis.
8y presening a number o individual projecs, his analysis aims o provide insigh ino an
inernaional pool o educaional approaches ha can conribue eecive ools o he OSCL's
commimen o combaing aniSemiism hroughou he region. The sudy ends wih recom
mendaions ha summarize he crieria or srenghening lolocaus educaion and developing
educaion in combaing aniSemiism hroughou he OSCL region.
129
AniSemiism was already cenuries old a he birh o he German sae in !87!. Towards he
end o he !9h cenury, when social Darwinism was a popular explanaory model in he naural
sciences, racism, raher han religion, increasingly served o orm he oundaion o aniSemi
ism. 8eween World Wars l and ll, aniSemiism became a key ideology o several mass organi
zaions and paries. When he Naional Socialiss came o power in !anuary !9JJ, aniSemiism
was made an elemen o sae ideology. Deprived rs o heir righ o voe, !ews were perse
cued and evenually heir populaion desroyed. Ani!ewish decrees were implemened wihou
noable proes. The deporaion o, and murder o German !ews a, he exerminaion, ransi,
and slavelabour camps in he occupied erriories o Lasern Lurope were carried ou wihou
inererence by much o he German populaion. 8y he end o World War ll, six million Luropean
!ews had been murdered primarily by he SS, bu also by he Wehrmach and German police.
When he idenicaion and prosecuion o perperaors began in he poswar era, several
ineres groups in Wes Germany proesed vehemenly agains socalled vicors' jusice and
collecive guil. Many Germans perceived menioning he lolocaus as an ac o insrumenal
izaion and expression o oreign censure. German sociey was a rs silen abou he war o
desrucion waged agains Luropean !ewry a deence mechanism agains guil or human
righs abuses. A second deence mechanism was manies in he relaivizaion o injusices su
ered and he equaion o German suering wih !ewish suering. The experience o expulsion
and bombing and he ac ha here were German reugees were used o argue agains German
guil. These deence mechanisms agains memory and guil led o he denial o he lolocaus in
righwing exremis circles, a moderae orm emerged more generally as a kind o relaivizaion
o he lolocaus, characerized as secondary aniSemiism. This rs phase in he denial o
guil coninued hrough he mid!950s, when he social climae slowly began o change.
ln !958, he lederal Republic o Germany esablished he Cenral Oce or he Prosecuion o
Naional Socialis Crimes in Ludwigsburg o collec evidence or he prosecuion o crimes com
mied. ln he mid!960s, new rules or hisory coursework in German schools required ha he
era o Naional Socialism be handled more horoughly. As he lrankur Auschwiz rial began
in !965, he sies o crimes became sies o memory, and he involvemen o Wes German
poliicians in Naional Socialism became a opic o public debae. Chancellor Willy 8rand and
his socialliberal coaliion inroduced a new policy o conciliaion wih Lasern Lurope in !969.
All o hese developmens prepared he way or a boom in research on local hisory and a closer
look a Naional Socialism in he !980s. The !98687 inellecual conroversy over how o rea
he lolocaus in hisory, known as he //s|o///e/s|/e/| (hisorians' debae), brough abou a shi
in he poliics o memory. This debae revealed an increasing desire o draw a nal line on he
issue o guil. lowever, he years rom he end o he !950s o reunicaion can be characer
ized as a period o conronaion wih guil, which involved a larger porion o he populaion
han ever beore.
While judicial denazicaion was somewha more consisen in he German Democraic Repub
lic, he culural poliics o memory in Las Germany wih regard o he lolocaus, as well as he
conronaion wih he ideological roos o Naional Socialism, can be described as insucien.
Germany
ln he early !950s, he communis leadership o he Socialis Uniy Pary (SLD) used aniSemiic
sereoypes in he gh agains alleged disseners and inernal pary conspiracies.
lollowing reunicaion, he way in which he hisory o Naional Socialism was handled changed
signicanly once again in boh pars o he German sae. leavily shaped by a narraive o
aniascism, he culure o memory in he ormer German Democraic Republic ound lile
resonance in a unied Germany. lnsead, a debae emerged over he comparabiliy o Naional
Socialis agains Socialis dicaorship, which led o a compeiion or vicimhood. This new
phase is characerized by a discussion on wheher he conronaion wih guil can ever end, as
well as by he need or amily reconciliaion.
5IaIus o! HoIocausI FducaIion in Germany
The diversiy o approaches employed o conron he lolocaus in educaion, as well as he
unquesionably impressive scope o heir disseminaion, mus be viewed in ligh o Germany's
hisory as a perperaor.
lniially, German sociey deal wih is hisorical legacy hesianly and evaded conroning he
persecuion and desrucion ha led o he lolocaus. School books were evenually revised in
he !960s. ln he !980s, new orms o schooloriened civic educaion began o prolierae as
local and everyday hisory ocused on he dayoday experience o Naional Socialism. l was
a his poin ha projecoriened approaches o eaching hisory emerged. This included hav
ing sudens search or races o he pas, quesioning eyewinesses and exploring auhenic or
memorial sies. ln he early !980s, !8,000 schoolchildren compeed or he lederal Presiden's
Prize in German lisory or Schoolchildren by conducing heir own research on he subjec
o Lveryday Lie under Naional Socialism. Teachers and schoolchildren became acive in local
hisory workshops and iniiaives o esablish memorials and memorial sies. The assumpion
underlying hese kinds o research and projecoriened approaches o learning is ha hey are
he mos eecive means o shaping individual hisorical awareness.
Germany is a ounding member o he Task lorce or lnernaional Cooperaion on lolocaus
Lducaion, Remembrance and Research (lTl). The hisory o he lolocaus is an obligaory opic
saring wih he 5e/0noa/s|0fe (9h or !0h year, youh aged !4!6) and a schools or coninu
ing sudens, 5e/0noa/s|0fe ll (!!h!Jh year, youh aged !6!9). A boh levels, !620 course
hours are o be spen eaching abou Naional Socialism. The amoun o ime devoed speci
cally o he lolocaus is decided by eachers hemselves. lor a long ime, school books reaed
he lolocaus wihin he larger ramework o World War ll. Today, he lolocaus receives is
own chaper in German school books. Currenly, one o he major obsacles o lolocaus edu
caion in Germany is he rejecion on he par o sudens o a close look a he lolocaus. This
is explained in par by he ac ha he lolocaus is linked o eelings o guil, bu also by a
growing sense among sudens ha hey already know everyhing abou he subjec due o is
requen hemaizaion in he media. Oher problems include he ac ha he lolocaus mus
also compee wih oher imporan issues or public aenion and he sense among immigrans
o Germany ha he hisory o Naional Socialism is no a hisory hey share. The lolocaus is
augh mos oen in hisory and civics courses bu also in courses on German lieraure, reli
gion/heology, or ehics.
131
Mos sae curriculum guidelines recommend ha sudens be aken o auhenic sies. Maeri
als or he classroom and or sudens hemselves and maerials o be used in preparaion or a
sie visi are abundan and easily accessible on websies such as www.holocauseducaion.de
and www.gedenksaeenorum.de. The larges memorial sies receive several hundred hou
sand visiors a year, he majoriy o whom are schoolchildren. Sudens are also aken o sies
o memory such as he Wannsee Conerence Villa
27
or he Topography o Terror, where he
Naional Socialiss planned heir crimes.
28
!ewish museums also play an imporan role in lo
locaus educaion. Sudens learn abou !ewish hisory, culure, and conemporary !udaism a
hese museums. The large number o visiors o he !ewish Museum in 8erlin poins o a srong
ineres in German!ewish hisory and !ewish culure in large par due o he eors o he
museum employees. Since opening in 200!, he !ewish Museum in 8erlin has received some
2.25 million visiors, an average o nearly 2,000 per day.
No longer ocused solely on conroning Germany's hisorical legacy, lolocaus educaion in
Germany is increasingly asked wih combaing righwing exremism and racism. O heaed
debae among expers, however, is wheher or no lolocaus educaion, which includes visis
o memorial sies, eecively resuls in immunizing youh agains such conemporary hreas.
Consequenly, several educaional mehods have been developed since he early !990s o gh
racism and righwing exremism. Much o his has been done hrough special programmes es
ablished by he ederal governmen. lowever, aniSemiism plays eiher no role whasoever or
no specic role as a subjec in is own righ in hese mehods. ln civics educaion, aniSemiism
has been reaed eiher primarily as a hisorical phenomenon or negleced as a subcaegory o
racism in which is specic characerisics are no recognized. Only wihin he pas hree years
have educaional conceps emerged in which aniSemiism is reaed as a subjec in and o
isel. ln 200!, he German ederal governmen iniiaed a model programme called Youh or
Tolerance and Democracy agains RighWing Lxremism, Xenophobia and AniSemiism.
This programme uses a prevenive educaional approach and is being esed wihin socialwork
projecs wih children. Mehods and projecs explicily addressing aniSemiic aiudes and
behaviour are sressed in order o nd ways o overcome hem.
The Task lorce on Anisemiism and Lducaion, a naionwide orum o educaion expers inor
mally associaed wih he American !ewish Commiee in 8erlin, has been working on develop
ing educaional conceps o comba aniSemiism over he las hree years.
29
Members o his
orum have developed valuable approaches o dealing wih conspiracy heories and he Middle
Las conic, as well as useul educaional seings or muliculural groups ha are now avail
able o he public.
J0

O paricular imporance or educaion o comba aniSemiism are Germanlsraeli youh ex
change projecs organized by several youh associaions, which receive solid governmen sup
Germahy
27
The Wannsee Conerence Villa museum is locaed a he hisorical sie o he conerence where plans or he desrucion
o Luropean !ewry were decided.
28
The grounds o he Topography o Terror are he hisorical sie in 8erlin where he cenral insiuions responsible or he
repressive and criminal policies o Naional Socialism were locaed rom !9JJ o !945.
29
Resuls o he 2004 Luropean Workshop: Lducaion on AniSemiism can be ound a hp://www.ajc.org/german/Ger
manLis.asp?p~2.
J0
See, or example, he oundaions or nonracis educaion, www.dgbbw.de.
por. Also o imporance are he eors o he Acion Reconciliaion Service or Peace. lounded
in !958, his associaion sends youh abroad as peace voluneers o work on social and culural
projecs in counries aacked by Germany during World War ll. The associaion provides a
orum in which German and lsraeli youh, as well as relaives and descendens o oher vicim
groups, can mee and exchange heir perspecives.
ln recen years, ineraih educaion and exchange have increasingly become respeced educa
ional mehods ha also help o comba aniSemiism. lowever, hese mehods nd resonance
only among a minoriy o youh who ideniy hemselves as religious.
Several acion groups have in recen years ocused specically on aniSemiism in a mulicul
ural sociey. One such group, he Turkish Union 8erlin8randenburg, held a conerence on
conemporary aniSemiism in 2004. The 8erlinbased Kreuzberg Acion Group Agains Ani
Semiism has developed programmes aimed primarily a immigrans.
Jewish Li!e
There are approximaely !00,000 regisered members o !ewish communiies in Germany. There
are an addiional 40,000 o 80,000 !ews no regisered as members o a communiy. ln recen
years, many !ews have come o Germany rom counries o he ormer Sovie Union. 8erlin has
he larges !ewish communiy, wih more han !!,000 members. lrankur/Main and Munich
have he secondlarges, wih nearly !0,000 members each. There are several !ewish organiza
ions shaping conemporary !ewish lie in Germany.
Noneheless, !ewish lie in Germany is no seleviden. lndividuals o !ewish origin polled in
he LUMC sudy Percepion o AniSemiism in he Luropean Union, while lauding German
eors, noneheless drew a disincion beween he ormal ribues made in Germany wih
reerence o he lolocaus in conras o a lack o acknowledgmen or conemporary !ewish
lie.
J!
Those inerviewed also perceived he ollowing problems in Germany: he desire o draw
a nal line beween he pas and presen, equaing !ews living in Germany wih hose in lsrael,
and he eeling o being deprived emoionally o ciizenship.
A he same ime, Germany's relaionship o is !ewish communiy is o proound imporance
o he counry's poswar reconciliaion and he coninuing process o coming o erms wih is
Naional Socialis pas. There have been subsanial eors o revialize he German!ewish rela
ionship so ha a renewed !ewish culure may once again become a vibran par o odays Ger
many. The blossoming o !ewish culural lie in Germany is a esamen o he success o hese
eors. Germany is home o he hirdlarges number o !ews and he asesgrowing !ewish
populaion in Lurope. More han hal a cenury aer he Naional Socialiss almos succeeded
in erasing all races o !ewish lie rom Germany, here is, according o Paul Spiegel, presiden o
he Cenral Council o !ews in Germany, a small !ewish renaissance.
J!
Percepion o Anisemiism in he Luropean Union. Voices rom Members o he Luropean !ewish Communiies (LUMC),
see: hp://www.eumc.eu.in.
133
Many orms o !ewish culural lie can be ound, especially in 8erlin, he naion's capial. There
are several sies hroughou Germany devoed o he preservaion and promoion o !ewish
hisory and culure. Theare esivals, readings, concers, and ar here is no end o he lis o
culural arenas where !ewish lie is again leaving is mark. Wih is jagged, sriking new wing,
he !ewish Museum in 8erlin has become one o Germany's mos houghprovoking desina
ions and 8erlins archiecural highligh. Spanning wo millennia o German!ewish relaions,
he museum's exhibiions explore he periodic making and breaking o culural ies beween
non!ews and !ews. 8oh he building isel and he exhibiions i houses serve as a springboard
or reecion on he darkes chaper o German hisory: he lolocaus.
ln 2006, he annual !ewish Culure Days esival will once again be coordinaed wih a series o
evens organized by he ciy o 8erlin ha highligh he vibrancy and scope o !ewish inuence
on culure. Several oher culural evens, including he annual !ewish lilm lesival, conribue o
an increasingly seleviden presence o everyday !ewish lie in Germany. Many o hese evens
are organized primarily by !ewish organizaions, commied organizaions such as he Sociey
or Chrisian!ewish Cooperaion, or churchrelaed organizaions. Lsablishing he selevi
dence o !ewish lie is viewed as key o combaing aniSemiism.
Germahy
134
ln !9J9, !ews, wih a populaion o abou J.5 million, were Poland's secondlarges minoriy,
ollowing Ukrainians. Onehird o he populaion in ciies such as Warsaw were o !ewish de
scen, in some o Poland's easern ciies, up o 70 per cen o he populaion was !ewish. !ews
were an inegral par o Poland's culural and poliical lie or cenuries. The rich inerplay o
!ewish and Polish hisory and culure canno be oversaed.

8ecause o he lolocaus, nearly hree million Polish !ews over 90 per cen o Poland's !ewish pop
ulaion were murdered.
J2
The !ews o Poland, which hen included pars o wha is now wesern
Ukraine, Lihuania, and 8elarus, made up he larges naional group o !ews murdered in Lurope.
The decision made by German occupiers o locae he exerminaion camps a Auschwiz8irke
nau, Chelmno, Majdanek, Treblinka ll, Sobibor, and 8elzec on Polish erriory has mean ha
Poland, in he poswar era, is oen remembered as he counry ha housed he lolocaus.
To his day, Poland bales wih misconcepions, illusraed by reerences o he exerminaion
camps buil and run by he German Nazis as Polish concenraion camps, which indirecly as
sociae Poles as responsible or he lolocaus.
The grea majoriy o Polish sociey, dened by he Naional Socialiss as Slavic subhumans,
suered severely under German occupaion. More han hree million non!ewish Poles also died
during World War ll.
lrom !948 o !989, ocial Polish hisory, he design o memorial sies, and classroom insrucion
gave he lolocaus a limied role. 8u among he rs sae iniiaives aer he end o World War ll
were he esablishmen o he !ewish lisorical lnsiue in !947 and he erecion o he Monumen
o he Gheo leroes in Warsaw in !948. A commemoraion monumen in Treblinka was buil be
ween !959 and !964. ln !96J, on he occasion o he anniversary o he Warsaw Gheo Uprising,
he Council or he Preservaion o he Monumens dedicaed o he ligh and Resisance produced
a publicaion on he Warsaw Gheo Uprising. l should be menioned here ha beore !989 here
were no open public discussions in Poland because o he exisence o sric censorship.
A general change o perspecive, wih greaer ocus on he suering o Polish !ews during he
lolocaus, began in he !980s. ln his amous essay The Poor Poles Look a he Gheo, lierary
hisorian and criic !an 8onski criicized he aiude o many Poles who acknowledge heir own
suering ye no ha o !ewish Poles.
JJ
Concepualized and realized by a ciizens' commiee,
he Warsaw Gheo Memory Lane was opened in !988, as was he memorial a Jmsc//ag/a|z
in Warsaw. ln large par due o he iniiaive o !ewish organizaions, new plaques menioning
he lolocaus have been placed a several memorial sies in Poland since !989. ln he early sum
mer o 2004, a memorial was opened in a ormer ^/|/on /e/n/a/o exerminaion camp a 8elzec
wih he suppor o he American !ewish Commiee.
Poland
J2
Alina Caa, lelena Daner Spiewak, /z/e/e ,oo. . |o/sce 1944-1953. !e/s|, /oo|o.e (Warsaw, !997), pp. 89.
JJ
!an 8onski, The Poor Poles Look a he Gheo, |o//s/-^me//can o0/na/, lebruary !99!, rs published in Polish as
8iedni Polacy parz na Geo, in !987 in he weekly newspaper !,goon// |o.szec/n,.
135
A key hisorical poliical discussion concerning he memory o he lolocaus ook place in 2000
and 200!. Polish !ewish hisorian !an T. Gross's invesigaion o a !94! pogrom in !edwabne,
a small own in easern Poland, riggered he debae.
J4
Shorly aer he rerea o Sovie roops
in lae !une !94!, he own's !ewish residens were murdered by heir Polish neighbours. Sixy
years aer he !uly !94! pogrom, Presiden Aleksander Kwasniewski publicly acknowledged he
crime agains he !ewish people. le oered an apology in his own name and in he name o
hose Poles whose conscience was aeced by ha pogrom.
J5

ln recen years, local acion groups, NGOs, and individual eachers have worked very hard a
conroning hisory a various sies in Poland. Much o heir eor has ocused on undersand
ing !ewish and Polish hisory as a common hisory prior o he lolocaus.
5IaIus o! HoIocausI FducaIion in PoIand
Developmens since !989 have been clearly very posiive. Several new organizaions engaged in
lolocaus educaion have been esablished. Poland is a member o he lTl and holds he presi
dency o he lTl in 2005. ln !anuary 2000, Poland, along wih 45 oher counries, signed he
Sockholm Declaraion, which commis members o develop and suppor lolocaus educaion.
The Lducaion Cener o he Auschwiz8irkenau Memorial and Museum in Oswiecim conducs
sudies and publishes books and brochures on he lolocaus and !ewish hisory. Polish organi
zaions are engaged in an inernaional exchange o pracices hrough boh he lTl and a Pol
ishGerman exchange on memorials. ln 2000, Rober Szucha, a highschool eacher, and Pior
Trojanski, a lecurer a he Pedagogical Universiy in Krakow, published he rs Polish educaion
guide or eaching abou he lolocaus.
J6

The Polish Minisry or Lducaion and Spor prescribes lolocaus educaion in boh he hisory
and Polishlanguage curricula or junior high school and high school. To his end, he minisry
suggess using he aoremenioned curriculum by Szucha and Trojanski, as well as heir ex
book, boh o which he minisry helped nance. The minisry has commissioned a curriculum
updae, which is currenly under way.
Some sudens and eachers organized he rs Day o Remembrance o he lolocaus and or
he Prevenion o Crimes agains lumaniy on !9 April 2005. As par o he Council o Lurope's
iniiaive on Teaching remembrance Lducaion or he prevenion o crimes agains human
iy, his day commemoraed he sar o he Warsaw Gheo Uprising. Several NGOs conrib
ued o his even.
The associaion o !ewish child lolocaus survivors, Children o he lolocaus,
J7
ogeher wih
he Secion or Ciizen and Luropean Lducaion o he Naional lnService TeacherTraining
Polahd
J4
!an T. Gross, 5s/eoz/ (Sejny, 2000).
J5
Alvin l. Roseneld, lacing !edwabne (The American !ewish Commiee), hp://www.ajc.org.
J6
Rober Szucha and Pior Trojanski, /o/oca0s|. |/og/am na0czan/a o //s|o/// / zag|aoz/e ,oo. na /e/c/ac/ /zeom/o|o.
/0man/s|,czn,c/ . sz/o|ac/ onaooos|a.o.,c/ (Warsaw, 2000, 2nd ediion 200!), /o/o/a0s|. /oz0m/ec o/aczego.
/s/z/a omocn/cza oo na0// //s|o/// . sz/o|ac/ onaooos|a.o.,c/ (Warsaw, 200J).
J7
www.dzieciholocausu.org.pl.
Cenre,
J8
organized a compeiion in Warsaw called Memory or he luure, which began in
2004. To ener he compeiion, sudens and eachers have o wrie a scrip or a lm ha uses
eyewiness accouns gleaned rom discussions wih survivors.
The Naional lnService TeacherTraining Cenre provides raining or Polish and lsraeli eachers,
produces relevan publicaions, and has organized a nework o rainers and eachers o sup
por he work o educaors. Since !989, he Polish Governmen has been involved in he orga
nizaion o he March o he Living and has been responsible or he preparaion o he Polish
paricipans who ake par in his march.
The !ewish lisorical lnsiue is an organizaion acive in he eld o lolocaus educaion. ln co
operaion wih he London !ewish Culural Cenre, i has organized several conerences or each
ers. ln oal, approximaely J00 eachers rom all over Poland have aken par in he conerences.
The main hemes have included eaching abou Polish!ewish relaions and abou he lolocaus.
The !ewish lisorical lnsiues educaional aciviies began in !992, when weeklong summer
courses were launched or highschool eachers, eaching mehodologiss, and lecurers rom
eacherraining colleges. Nowadays, he main educaional aims o he lnsiue are o discuss
all aspecs o he lolocaus, o debunk myhs and sereoypes, o show he common hisori
cal heriage o !ews and Poles, o analyse he genesis and maniesaions o aniSemiism as a
problem in Poland oday, and also o sugges mehods or eaching in his eld.
J9
The !ewish lisorical lnsiue also houses a small !ewish museum and was very involved in he
esablishmen o a museum o he hisory o Polish !ews. There are currenly plans o build such
a museum wihin hree or our years on he sie o he ormer Warsaw Gheo. The museum is o
be unded by he Polish Governmen, he Warsaw Municipaliy, and by donaions rom several
!ewish oundaions.
The Lducaion Cenre o he Majdanek Memorial worked ogeher wih he Lublinbased or
ganizaion Grodzka Gae Theare NN and sudens rom Lublin o hold an exhibiion in 200J
called Primer Lxhibiion: Children in he Majdanek Camp. Relics o everyday lie in he camp,
such as drawings, phoographs, and wriings le by he camp's murdered !ewish, Polish, and
8elarusian children, communicae camp lie o conemporary Polish schoolchildren.
lnernaional youh conerences have also been conduced by organizaions such as he !ewish
Cenre in Auschwiz or he lorum or Dialogue Among Naions, as par o he March o he
Living, or lsraeli, American, Polish, Polish!ewish and oher eenagers. The March o he Living
is an inernaional educaional programme ha brings !ewish eenagers rom all over he world
o Poland on Yom laShoah o march rom Auschwiz o 8irkenau.
J8
izawi_codn.edu.pl.
J9
!ewish lisorical lnsiue: hp://www.jewishinsiue.org.pl.
137
Some schools, such as school No. 8! in Warsaw, underake exracurricular aciviies and dis
cussions on conemporary aniSemiism.
40
l seems worhwhile o exend his approach o
educaion on Sini and Roma, he quesion o PolishUkrainian relaions (as seen in he Lublin
organizaion he Grodzka Gae Theare NN), and discriminaion agains gays and lesbians. l
should also be considered wheher he inservice eacher seminar on issues o Polish perpera
ors run by he 8ialysok branch o he lnsiue or Naional Memory (lPN) in he !edwabne area
could be implemened elsewhere in Poland. The goal o his projec is o link specically Polish
and specically !ewish perspecives o conron non!ewish Poles wih heir perperaor hisory
wihou denying heir own hisorical experience o vicimizaion.
The subjec o relaions beween non!ewish Poles and !ewish Poles has been he ocus o a
ew Polish Chrisian oundaions, e.g., he Chrisian Culure loundaion (Znak), and periodicals,
such as he monhly v/z. The oundaions are involved in he promoion o PolishChrisian
!ewish relaions hrough heir publicaions, and suppor and develop educaional aciviies or
schoolchildren regarding he memory o he lolocaus.
Jewish Li!e
Alhough sill a ar cry rom wha !ewish lie in Poland was like beore he lolocaus, !ewish
lie has been developing in erms o culure as much as religion. The ac o 6 !anuary 2005 on
naional and ehnic minoriies and on regional languages provides he legal basis or he pres
ervaion and developmen o !ewish culure and ideniy in Poland.
According o he presiden o he Union o !ewish Communiies o Poland, Pior Kadlcik, approx
imaely 2J,00025,000 !ews are currenly living in Poland, primarily in Warsaw, Lodz, Krakow,
and Wroclaw. The Deparmen o Religions and Naional and Lhnic Minoriies o he Minisry
o lnerior and Adminisraion saed ha, according o a census held in 2002, !,055 people
idenied hemselves as !ewish in erms o heir naionaliy. Since !989, he !ewish communiy
in Poland has experienced some degree o revializaion hanks o suppor rom several Ameri
can !ewish organizaions, mos noably he Lauder loundaion. Numerous !ewish organizaions
are currenly acive, such as he !ewish Lducaional Cener in Warsaw, he Moses Schorr Cener,
he Shalom AmericanPolishlsraeli loundaion or Promoing Polish !ewish Culure, he Union
o !ewish Sudens, he Associaion o he Children o he lolocaus, he SocioCulural Asso
ciaion o !ews in Poland, he Associaion o !ewish War Veerans, he Sociey o Polishlsraeli
lriendship, he !udaica loundaion Cener or !ewish Culure in Krakow, and he Polish Ameri
can Associaion in Krakow.
Courses on !udaism, as well as lebrew and Yiddish courses, are being augh in Poland. There
is also a !ewish school in Poland: he Lauder Morasha Primary and Middle School in Warsaw.
The primary school was esablished in !994, and he middle school in 2000. The !ewish lisori
cal lnsiue in Warsaw was ounded in !947 and is acive in he eld o research, bu i also
publishes is // 80//e|/n and oers a range o language courses and lecures on !ewish culure.
Monhly or weekly !ewish magazines such as //o/asz-|/smo z,oo.s//e and he bilingual (Polish
Polahd
40
Several examples are given in !olana Ambrosewicz!acobs and Leszek londo (eds.), v/, 5/o0/o ve !eac/ ^co0| |/e
/o/oca0s|? (Krakow, 200J).
and Yiddish) 5|o.o ,oo.s//e-/os Y/oo/s/e vo/| are published. The monhly 5/|e/no////, ad
dressed o !ewish children and youh, has been published in Warsaw or many years. The !ewish
Communiy o Warsaw publishes is 80//e|/n, and, in he domain o !ewish sudies in Poland,
here is he quarerly 5|0o/a 0oa/ca, published by he !agiellonian Universiy in Krakow.
!ewish religious lie has also seen a growing pluralism. ln 2004, he ClAl loundaion sared
uncioning, a religious movemen o he C/acao /0ca./c/ /ass/o/m. The oundaion runs he
Warsaw Torah Cener. ln addiion, he Progressive Comm0n/|, 8e/| va/sza.a, an alernaive o
Orhodox !udaism, has been acive or several years.
Krakow holds a regular !ewish Culure lesival, arranged on he iniiaive o non!ewish Poles,
while Warsaw hoss a !ewish 8ook lair.
139
Denmark declared neuraliy a he sar o World War ll in !9J9. German roops marched in
and occupied Denmark on 9 April !940. No mach or he German roops, Denmark exercised
no miliary resisance ye remained ocially neural and sovereign. Denmark's parliamen and
governmen remained in oce, he King did no abdicae. The Danish Governmen esablished
a policy o cooperaion wih is German occupiers and generally ullled German requess.
lowever, a ew issues were considered nonnegoiable, including he implemenaion o ani
!ewish laws.
42
lrom liler's poin o view, Denmark's saus as a democraic enclave wihin
he Naional Socialis empire was emporary.
4J

Unil spring !94J, Denmark had been he only Germanoccupied counry showing no noable
resisance. lowever, his changed in summer !94J, as srikes and civil unres grew, sraining rela
ions wih Germany. Giving he Danes an ulimaum, Germany demanded ha marial law be im
posed and he deah penaly inroduced. 8oh he King and he governmen reused. ln Sepem
ber !94J, he German envoy, Werner 8es, proposed ha a campaign be conduced agains he
Danish !ews. Unlike similar acions in oher counries, he plan did no call or a cenralized process
o deporing !ews. !ews were insead o be aken rom heir homes individually. Consequenly, he
majoriy o !ews living in Denmark were warned ahead o ime and could eiher ee or hide. More
han 7,000 people 90 per cen o he !ews living in Denmark a he ime successully ed via
shing boas o Sweden.
44
This was made possible because he deporaion plans were saboaged
a every level. Lven some o he German occupiers aided in saboaging deporaion eors by
leaking inormaion ahead o ime and keeping parol ees in por. Punishmen or aiding !ews
under Danish law which coninued o remain under Danish conrol was relaively moderae.
45

Since he !970s, assessmens o he German occupaion period have become a opic o in
ense social debae. lrom !945 hrough he !960s, he hisory o cooperaion and resisance
was limied almos exclusively o a hisory o resisance. Well ino he !960s, members o he
resisance movemen dominaed he shape o commemoraive evens such as 4 May, Lib
eraion Day. Since hen, however, he sae has assumed responsibiliy or he conen and
conours o such evens.
46
lor he rs ime in !99J, he rescue o Danish !ews was he ocus
o an ocial even in which he !ewish communiy paricipaed.
47
Since he !970s, hisorians
have criicized he dominance o he heme o resisance in he poliics o Danish memory.
48

Denmark
4!
4!
The inormaion in his counry repor on Denmark was provided by he Task lorce on Anisemiism and Lducaion and he
8erlin oce o he American !ewish Commiee. Danish expers in his eld (Oo Ruehl, Marin Mennecke, Silvia Gold
baum Tarabini, Cecilie 8anke, and Torben !rgensen, all rom he Danish lnsiue or lnernaional Sudies, Deparmen or
lolocaus and Genocide Sudies, Copenhagen) were inerviewed 2428 lebruary 2005 by Thorsen Wagner.
42
Leni Yahil, !/e /esc0e of /an/s/ e./,. !es| of a /emoc/ac, (Philadelphia, !969), p. 49.
4J
lenning Poulsen,8esaelsespoliiken, in Kirchho e. al, Caos /e/s//on om oans/ cesa||e/ses|/o 1940-45 (Copenha
gen, 2002), p. 47.
44
l should be noed ha he price or passage was very high in he rs ew days o he rescue mission. lishermen charged
beween !50 and !,500 USD per person. The amoun laer ell o abou !00 USD per person.
45
Michael Mogensen and Rasmus Kreh, //0g|en |// 5.e//ge. ^/|/onen moo oe oans/e /ooe/ o/|oce/ 194J (Copenhagen, !995).
46
Claus 8ryld and Anee Warring, 8esa||e/ses|/oen som /o//e/|/. e//no//ng (Roskilde, !998).
47
/c/o, p. !42 .
48
Anee Warring, Demokraische Lrinnerungspoliik zwischen sabilen Weren und Reexivia, in Claudia Lenz, !ens
Schmid, Oliver von Wrochem, f//nne/0ngs/0/|0/en /m //a/og (Mnser, 2002), p. !9 .
Subjecing he narraive o resisance o criical analysis, hisorians ound ha, despie he mis
sion o rescue !ews, aniSemiism was presen in Denmark.
49
lowever, he unique naure o
he German occupaion policy in Denmark made i possible or Danes o rescue !ews during
World War ll. No oher Germanoccupied counry could have underaken similar eors as lae
as !94J.
50

An increasingly muliaceed and disharmonious narraive on occupaion emerged and evenu
ally ound expression in Danish schoolbooks.
5IaIus o! HoIocausI FducaIion in Denmark
The hisory o lolocaus educaion in Denmark has is roos in years o primarily personal e
ors o a group o 4050 secondaryschool eachers in he counry. Thanks o he work o Oo
Ruehl, a highschool eacher in Llsinore, ineresed eachers were augh how o each abou
he lolocaus, and hey have beneed rom a nework o suppor. Since !996, Ruehl has been
organizing a woweek coninuingeducaion seminar on he lolocaus, a Yad Vashem. ln
2004, however, he seminar was cancelled due o he Middle Las conic and low regisraion
numbers, and he programme's unding was recenly cu.
Neverheless, lolocaus educaion in Denmark has received an insiuional boos since he
esablishmen in 2000 o he Danish Cenre or lolocaus and Genocide Sudies (DCll). The
DCll merged wih our oher groups in 200J and became a deparmen wihin he Danish
lnsiue or lnernaional Sudies (DllS). An exper eam a he DllS has conduced several
perinen sudies and pedagogical projecs, paricularly in humanrighs educaion. A curren
DllSassociaed projec is examining he exen o which aniSemiism among some immi
gran children presens a problem or lolocaus educaion a Danish schools. lniial resuls
based on a poll o school direcors, eachers, and sudens who aced as guides a he Anne
lrank Lxhibiion (currenly on our hrough Denmark) will be available in December 2005 on
he DllS websie.
8eyond DllS aciviies, lile pedagogical work on he lolocaus has been done in Denmark.
Worh noing, however, is he Anne lrank Lxhibiion, iniiaed by he Anne lrank louse in
Amserdam, which has been ouring Danish schools since 200J (and will presumably coninue
o do so or he nex ew years) and is modelled on he successul concep o sudens ol
lowing sudens. The core o lolocaus educaion provided in Denmark oen ocuses on
he Danish response o World War ll and German occupaion raher han he lolocaus spe
cically. Requess or raining in lolocaus educaion are oen linked o he general goal o
democracy/civic educaion raher han o aniSemiism isel. Specic projecs exis in which
aniSemiism specically is reaed as par o a larger poliical pedagogy. lor example, Claus
M. Mikkelsen o he Danish Youh Council, who oversees he developmen o sraegies o
urher he inegraion o ehnic minoriies in Danish civil sociey, requenly lecures on opics
such as !ewish world plos and oher aniSemiic conspiracy heories among cerain Arab and
49
See Soe Lene 8ak, /ans/ an|/sem/|/sme 19J0-1945 (Copenhagen, 2004), Soe Lene 8ak, ooea/|/onen o/|oce/ 194J.
/o/es|////nge/ / offen|//g/eo og fo/s/n/ng (Copenhagen, 200!).
50
O. c/|., Mogensen and Kreh, o. c/|., 8ak (Copenhagen, 200!).
141
Muslim communiies. ln his lecures, Mikkelsen hemaizes problemaic paerns in ani!ewish
and anilsraeli aiudes among immigrans in Denmark.
5!

The !ewish Pedagogical Cenre a he Caroline School (he school o Copenhagen's !ewish Com
muniy) has a library, knowledge cenre, and oureach ocers or he general public. The Cenre
receives requen requess or speakers. Direcor Charloe Lang, a heological hisorian, an
swers schoolchildren's quesions, speaks regularly on opics such as aniSemiism, !ewish lie,
and he lolocaus, and organizes alks held by Danish!ewish lolocaus survivors.
Projecs such as lumaniy in Acion (llA) and Thanks o Scandinavia (TTS), which provide
educaion programmes and lecure series, presen Denmark as a posiive counerexample in
he hisory o humanrighs abuses and aniSemiism, pas and presen. TTS suppors projecs
ha commemorae Denmark and Sweden's unique role in saving !ews during he lolocaus. l
provides ellowships or sudens o sudy abroad in he Unied Saes, lsrael, and Scandinavia.
Wih similar roos as hose o TTS, llA encompasses a broader specrum o hemes in is ocus
on human righs. l is also engaged in projecs beyond Scandinavia. Since !999, llA has been
organizing common educaion programmes ha include Danish sudens.
52
Denmark and he
Neherlands serve as hisorical case sudies: aniSemiic incidens, resisance agains Naional
Socialis occupaion, and he lolocaus are all examined, as are he righs o minoriies.
Denmark became an ocial member o he lTl in 2004. The lolocaus is no an obligaory
subjec in he Danish school sysem. No saisics are available on he exen o which he lo
locaus is augh or on how oen eaching abou World War ll is equaed wih eaching abou
he lolocaus. While he curriculum a sae secondary schools (obligaory or all children aged
7!5) is subjec o naional sandards, eachers are given a grea deal o individual reedom. The
same is rue or upperlevel schools. The lolocaus is augh predominanly in hisory and civics
courses, someimes in German and heology courses.
Jewish Li!e
There are 7,000 !ews living in Denmark oday, which has a oal populaion o 5.2 million. The
!ewish Communiy in Denmark currenly has J,000 members. The Unied !ewish Communiy,
which covers all maniesaions o !ewish lie, rom nearaheism o conservaive !udaism, is
acive primarily in Copenhagen. Oher !ewish communiies can be ound in Odense and Arhus.
The umbrella organizaion o Danish !ews is he Mosaic Communiy o 8elie. There are several
!ewish organizaions in Denmark oher han he ormal !ewish communiies. ln addiion o he
progressive !ewish orum 5/// /a|zafon,
5J
here is also he lederaion o Danish Zioniss
54
and
he Danish 8nai 8rih, WlZO, and 8nai Akiva oces.
55
There are hree homes or he elderly,
Dehmark
5!
Mikkelsen receives inviaions o speak approximaely once a monh, he also publishes aricles on he subjec regularly.
Mikkelsen links his personal experiences wih images rom he Arab press. Requess or his lecures come rom Danish
youh organizaions and saeunded aduleducaion cenres ha are aended by Danes o all ages. Requess are oen
in response o aricles he has published in newspapers or on his websie, www.clausmikkelsen.dk.
52
See hp://www.humaniyinacion.org.
5J
See hp://pj.5u.com.
54
See hp://www.danskisraelsk.dk.
55
lor a horough overview, see hp://hjem.ge2ne.dk/cr/oreninger.hm.
run in cooperaion wih he Copenhagen Municipaliy. There are also several websies ha can
be recommended ha provide inormaion on !ewish culure, kosher sores, hoels, resaurans,
ec., and alernaive media coverage on he Middle Las conic.
56
Cooperaive exchange be
ween Denmark and lsrael is promoed by organizaions such as he Danishlsraeli Sociey and
he Danishlsrael Associaion hrough evens, discussions, and ravel.
57

56
See porals such as hp://www.israelino.dk and hp://www.israelonline.dk.
57
See hp://www.danskisraelsk.dk or hp://hjem.ge2ne.dk/cr.
143
Shorly aer he Moors' expulsion rom Granada, Spain's !ews were also expelled in !492, de
sroying Lurope's henlarges selemen o !ews and a long, rich radiion o !ewish culure,
religion, rade, and knowledge. The lnquisiion and he Queen's Ldic o Lxpulsion resuled in
he murder and violen orced emigraion o mos o Spain's !ews, esimaed a anywhere rom
J00,000 o 800,000 people.
58

The expulsion was aimed no a he !ews as a race bu as members o a paricular religion. Those
!ews who convered o Chrisianiy he socalled con.e/sos were allowed o remain in Spain.
Many o hem were accused o relapsing ino heir old aih he socalled ma//anos, rom he
Arabic ma//an, describing a orbidden iem and persecued by he lnquisiion. 8u many oh
ers simply became inegraed ino he abric o Spanish sociey. Thus, some con.e/sos were able
o inuence relevan aspecs o he naional characer wih heir ambivalen vision o he world
neiher here, nor here paricularly in lieraure and even in religious lie. As an example, i
has been demonsraed ha Cervanes' /on (0/xo|e, published in !605 (more han a cenury
aer he expulsion), has many reerences o convered!ews' radiions, habis, and linguisic
urns, he reason being, according o modern scholarship, ha Cervanes himsel mos likely
came rom a amily o con.e/sos.
lurhermore, he mos Spanish among he Caholic religious orders he !esuis had Diego
Lainez, also a member o he con.e/so group, among is rs gene/a/es, or superiors. The exam
ples can be muliplied: he philosopher !uan Luis Vives, he poe and mysic lray Luis de Leon,
he lndians' righ deender 8arolome de las Casas. All o hem are prominen represenaives
o he Spanish Golden cenury.
59
l was only in !869, however, ha changes were made o he consiuion ha graned !ews he
righ o pracice heir religious belies in privae once again.
During World War ll, he regime o General lranco changed is sraegic alliances in he wake
o Salingrad and signed a secre accord wih he Unied Saes ha prevened Spain rom a
acking Allied operaions. 8ecause o lranco's ambivalen policies owards !ews, assessmens
o his aniSemiism vary. lor example, as a naionalis, lranco declared discriminaion agains
Spanish !ews abroad a violaion o naional sovereigny.
60
le hen employed exising legal pro
visions o negoiae or he saey o hose aeced. Neverheless, !ews were o be prevened
rom enering Spain as much as possible.
6!
lorced in !94J by he Germans o make a decision
Spain
58
www.hagalil.com/galluh/sp!/hm.
59
America Casro, Ce/.an|es , /os cas|/c/smos esano/es (Alianza Ldiorial, Madrid, !974), !ose Luis Abellan, in f/ e/asm/smo
esano/ (Madrid, Lspasa Clape, !982), llan Savans, !/e 5c/o// ano |/e C/oss (New York and London, Rouledge, 200J).
60
8ernd Roher, NaionalSpanien und die !uden !9J8/J9, in Wolgang 8enz (ed.), a//c0c/ f0/ ^n|/sem/|/sm0sfo/sc/0ng
(8erlin, New York, !996), p. !!9, lsidro Gonzalez, /os /0o/os , /a 5eg0noa /e0c//ca.19J1-19J9 (Madrid, Alianza Ldiorial,
2004), Marquina 8arrio y Ospina, Gloria lnes, fsana , /os /0o/os en e/ s/g/o XX. /a acc/on ex|e//o/ (Madrid, Lspasa Calpe,
!987), Gonzalo Alvarez Chillida, f/ an|/sem/|/smo en fsana. /a /magen oe/ /0o/o (1312-2002 (Madrid, Marcial Pons, 2002).
6!
8ernd Roher, Spanien zwischen lile und Resrikion, in Wolgang 8enz and !uliane Wezel (eds.), 5o//oa//|a| 0no ///fe
f0/ 0oen .a//eno oe/ N5-e/| (8erlin, Meropol, !999), p. !44 .
and eiher repariae Spanish !ews in he occupied areas or o have hem depored, Spain oped
or a policy o repariaion. Nearly 800 Spanish !ews escaped lrance and Greece as a resul. Ye
oher opporuniies or repariaion were delayed.
62
Spain's generosiy in issuing ransi visas,
however, enabled many reugees o save hemselves, wih esimaes ranging rom 25,000 o
70,000.
6J
ln addiion o hese ransi reugees, a minimum o J,800 !ews were saved by Spanish
policies.
64
ln he !980s, individuals such as he lalian Giorgio Perlasca and he Spanish delegae
in 8udapes, Angel Sanz 8riz, were recognized as Righeous Among he Naions by Yad Vashem
or heir engagemen.
65
lranco's deah in !975 ushered in a period o ransiion, characerized by a policy o reconcili
aion beween he various poliical and social groups in Spain. And hree years aer lranco's
deah, he new consiuion guaraneed he righ o reedom o religion.
A criical comingoerms wih Spanish hisory, including he hisory o aniSemiism, was no
immediaely possible. A Pac o Silence signied his arrangemen, which cas a shadowo orge
ing over he recen pas. ln recen years, public debaes have increased in Spain abou Spanish
hisory, he Civil War, Spain's role in World War ll, and he Spanish response o he lolocaus.
lncreasingly, he prevailing image o lranco's neuraliy during World War ll is undergoing modi
caion. Spain's rs naional lolocaus Remembrance Day in 2005 injeced wo conroversial
hisorical evens ino he public consciousness:
66
he paricipaion o volunary Spanish lalange
roops, he 8lue Division, in World War ll, and lranco's cooperaion wih he Gesapo and his
endorsemen o he deporaion o Spanish Civil War reugees capured in lrance by German
occupaion roops. Nearly 7,J00 republican reugees were hen declared saeless and depored
o he Mauhausen concenraion camp, where mos o hem died.
67
8ecause coming o erms
wih he pas was impossible under lranco, who prohibied lieraure and eyewiness accouns
concerned wih memory work, he iniiaive ^m/ca/ oe /a0|/a0sen began conducing inensive
awareness raining a schools and evens.
Over he las en years, a discussion on he lolocaus and Spain's role in Luropean policy o
wards !ews has grown in academic circles and begun o nd a voice in he ediorials o some o
Spain's major newspapers. Since !990, Proessor Reyes Mae has been leading an inernaional
research projec a he lnsiue CSlC.
68
Paricipans in his seminar Philosophy since Auschwiz
explore he impac o he violence o Auschwiz on he conemporary developmen o poliics,
culure, and sociey. Philosophers such as !oseMiguel Marinas have chosen as a opic he
Spanish reamen o !ews in he !5h cenury and he resuling conemporary obligaion o
memory.
69
Thanks in large par o he incepion o he rs Spanish naional commemoraion o
62
/c/o., p. !47!50.
6J
Sren 8rinkmann and Vicor Perala Ruiz, Spanien. Weder Taer noch Oper?, in Monika llacke, /,|/en oe/ Na|/onen 1945
^/ena oe/ f//nne/0ngen. 8eg/e/|cano z0/ ^0ss|e//0ng, 2 Ocober 200427 lebruary 2005, Vol. 2, p. 759, Noe !29, page !60.
64
/c/o., p. !60.
65
/c/o., p. !54, !56 .
66
Miguel Angel Aguilar, La memoria del genocidio, f/ e//oo/co oe Ca|a/0n,a, ! lebruary 2005.
67
Lspanoles en el inerno, /a vang0a/o/a, ! lebruary 2005.
68
Consejo Superior de lnvesigaciones Cienicas, lnsiuo de lilosoia, hp://www.is.csic.es/holocaus.hm.
69
O.c/|., 8rinkmann and Ruiz, Noe 6J, p. 765.
145
he lolocaus on 27 !anuary 2005, discussion o he lolocaus has inensied. Represenaives
o !ewish communiies hroughou Spain, republican eyewinesses, he Conerence o Caholic
8ishops, Sini, and Roma ook par along wih ohers a he memorial ceremony in he Span
ish Chamber o Depuies on he Ocial Day o lolocaus Remembrance and he Prevenion o
Crimes agains lumaniy.
lor he sixh consecuive year, he parliamen o he Auonomous Communiy o Madrid (he
region surrounding he naional capial) also held a commemoraive even. This year, how
ever, he even was held or he rs ime on a day close o he anniversary o he liberaion
o Auschwiz. The Caalan parliamen also commemoraed vicims in is own ceremony, and
he lolocaus exhibiion Memories o 8arbarism, organized by he Three Culures loundaion,
opened in Madrid.
The renewed and serious ineres a he highes poliical levels in Spain in combaing aniSemi
ism, no only in Spain bu in an inernaional conex, is shown by Spain's eors o hos he
OSCL Conerence on AniSemiism and Oher lorms o lnolerance, in Cordoba, !une 2005, and
in he suppor o he Spanish Governmen or his sudy.
5IaIus o! HoIocausI FducaIion in 5pain
Alhough Spain has ye o join he lTl, and educaional mehods or combaing aniSemiism
are sill in heir inancy, preliminary successes in pedagogical pracice should be noed. These
gains are o a large exen he resul o he iniiaive o individual aciviss and organizaions ha
have purposeully sough ou sae cooperaion.
The opic o he lolocaus is neiher obligaory nor a regular componen o saerun school
curricula, which is deermined in par by he Spanish Lducaion Minisry, as well as by individual
auonomous communiies. Consequenly, here is no exhausive overview o naional curricula.
!ewish organizaions such as 8'nai 8'rih and he lederaion o !ewish Communiies in Spain, as
well as expers such as Reyes Mae and ohers, have srongly advocaed including he lolocaus in
Spanish curricula. Now under he Minisry o !usice, he DirecoraeGeneral o Religious Aairs
is responsible or developing equal represenaion o all religions in he classroom. ln March 2004,
he Minisries o !usice and Lducaion, represenaives rom he lederaion o !ewish Communi
ies in Spain, and exbook auhors convened o exchange ideas on how o improve he inclusion
o !ewish and oher religious groups in exbooks. Members o 8'nai 8'rih 8arcelona and he
Sephardic Culural Associaion in Murcia are developing a dossier o pedagogical conceps or
schools.
70
The Memory loundaion in Madrid has already compiled pedagogical maerial.
The lolocaus is an obligaory subjec a Spain's hree !ewish schools in Melilla, Madrid, and
8arcelona. A he !ewish school o Melilla, however, he issue o aniSemiism is subsumed un
der he general subjec o humanrighs and civic/democracy sudies as par o he LU Socraes
programme. Some individual schools, such as he lrench Lyceum in Madrid, have developed
heir own programme o lolocaus educaion (see below under Lessons o be Learned).
Spaih
70
Asociacion Culural Parimonio Seardi de la Region de Murcia.
As a humanrighs and aniracism organizaion, he Movemen Agains lnolerance also con
ducs projecs on aniSemiism. Lsablished in !99J, his NGO now has oces in !0 ciies.
They conduc evens aimed a combaing inolerance in all orms a schools, universiies, in local
youh groups, in coninuingeducaion classes or aduls, and a social and culural cenres. The
Movemen Agains lnolerance idenies aniSemiism as a subjec on is own and arges spe
cic groups wih ailored projecs. They also publish maerials on aniSemiism in heir regular
bullein, C0aoe/nos oe ^na//s/s, and on he lnerne.
7!

A he universiy level, Dr. Xavier Torrens works on he lolocaus and he hisory o aniSemi
ism as a proessor o poliical science a he Universiy o 8arcelona, where a Cenre or !ewish
Sudies ocusing on he lolocaus, aniSemiism, and lolocaus educaion is being se up.
Throughou 2005, exper lecures on he persecuion o he !ews, he lolocaus, and aniSem
iism were held in several ciies, including Girona, Toledo, and Madrid. Targeing an ineresed
public, he youh organizaion o he !ewish Communiy o Madrid, in cooperaion wih he
Conexo associaion, organized a sixpar series o evens iled The lisory o Modern !uda
ism in he rs hal o 2005. The series also aimed o promoe exchanges beween members
o he !ewish Communiy and oher ineresed individuals, supporing young !ews in heir role
as peer leaders.
72
The sudy on aniSemiic caricaures in he Spanish press conduced by wo
members o he Guesher organizaion has been used in hese seminars o discuss he dier
ences beween anilsraeli views and aniSemiism.
7J
AniSemiism is seldom addressed wihin
lolocaus educaion in Spain, and he conemporary aniSemiism someimes o be ound in
he discourse on he Middle Las conic is eiher no discussed (he problem is no raised) or
else is acually reproduced in he course o discussions.
!ewish museums, such as hose in Girona and Toledo, ocus on communicaing !ewish culure
and lie o he public.
74
Lducaional programmes have ye o be developed as accompanimens
o he exhibiions. Lach year, he Sephardic Museum in Toledo holds a hreeday conerence
on various issues. Las year's conerence was called Ani!udaism in Spain. The museum also
helped conduc oleranceeducaion courses or eachers in secondary schools in 2000 and
200!.
75
The Con|ex|o associaion in Madrid is currenly working owards esablishing a !ewish
Spanish Cenre or Analysis aimed a ghing discriminaion hrough communicaion and public
relaions. Members o small, independen lasbara groups in Oviedo, 8arcelona, Zaragoza, and
Madrid lead leerwriing campaigns as a means o conroning aniSemiism in he press.
ln spring 2005, members o he youh organizaion o he !ewish Communiy o 8arcelona
ravelled ogeher or he rs ime ever wih !ewish and non!ewish youh o visi lolocaus
memorials in Poland.
7!
hp://www.movimienoconralainolerancia.com.
72
lor example, a lasbara conerences and seminars in Madrid (200J) and 8arcelona (2004).
7J
Alejandro 8aer, lederico Zukierman: Nuevo anisemiismo, viejos esigmas. Caricauras y vineas de la prensa espanola
sobre el conico israelipalesino (2000200J), /a/ces 58 (Madrid, 2004), p. 25.
74
Museo de lisoria de los !udios in Girona and Museo Seardi in Toledo.
75
/0seo 5efa/o/, No. !9, !uly 2000!une 200!, p. !0.
147
Jewish Li!e
There are currenly 40,000 !ews living in Spain, nearly hal o whom are acive in heir local !ew
ish communiies and oher organizaions. Generally raher small, he larges communiies are
ound in Madrid and 8arcelona.
76
The larges waves o !ews immigraing o Spain in he 20h
and 2!s cenuries came rom Morocco and Lain America. The !ewish culural magazine /a/ces
has been in prin since !986. The radio broadcaser o he lederaion o !ewish Communiies
in Spain, Radio Searad, broadcass poliical and culural programming. Culural organizaions
such as /ec/a/ca /ao//o and ellowship associaions such as he Associaion or Caalonialsrael
Culural Relaions or he Cenre or !udeoChrisian Sudies in Madrid oer lebrew courses,
libraries, and lms and also organize various aciviies. There are also specic organizaions and
insiuions dedicaed o !ewish paricularly Sephardic hisory, language, and culure. Public
ineres in Sephardic hisory has grown remendously in recen years. lncreasingly more young
Spaniards, alhough a minoriy, are discovering heir own !ewish roos.
77
Many ciies sill have an inac !ewish quarer, several o which have been careully resored.
Ligheen ciies have become permanen or associae members o he !ewish Nework in Spain,
hrough which several evens and ours relaed o Sephardic archiecure and culure are or
ganized. !ewish culural associaions and museums have paricipaed in he Luropean Day o
!ewish Culure since !999. This celebraion ocuses primarily on he recogniion o Sephardic
culure and he culural heighs reached during he Middle Ages. ln some cases, such as he
conerence a he Sephardic Museum in Toledo or his year's scheduled series o evens a he
Nahmanides lnsiue in Girona, Sephardic culure is also presened wihin boh he Luropean
conex and he curren discussion on aniSemiism. The aoremenioned aciviies o NGOs
and he rs naional lolocaus Remembrance Day have increased he public presence o !ewish
ineress and hemes.
Spaih
76
lnerview wih Mr. D. !acobo lsrael Garzon, Presiden o he /eoe/ac/on oe Com0n/oaoes /s/ae//|as en fsana and Presiden
o he !ewish Communiy o Madrid, !! March 2005.
77
hp://www.jcpa.org/phas/phasperednik0J.hm.
149
The developmen o lolocaus educaion paricularly in Germany has been ied closely o
he poliical conex o he poswar era and he idea o reeducaion. lrom is incepion, lo
locaus educaion has been inormed by he high expecaion ha raising awareness hrough
hisorical knowledge is eecive in overcoming prejudices in general. Lducaors now believe
ha, in order o learn rom hisory, acual knowledge should be impared wihin an emoional
learning process, whereby an emoional, as well as raional, response o he subjec is sough.
Conroning he lolocaus can provide a conex in which learners develop sensiiviy owards
humanrighs abuses generally, however, while comparing he lolocaus o oher humanrighs
abuses, learners should remain aware o he singulariy o he lolocaus and he ways in which
i is embedded in hisory.
Teachers rom across he OSCL region repor addiional challenges hey ace during lolocaus
educaion. lrom heir observaions, several paerns o behaviour can be idenied ha cu
across naional boundaries
78
: he ineres in he opic is low, and eachers deec passive de
ence mechanisms or acive resisance in he classroom, parly due o some sudens' suspicion
ha a onesided prolsrael sance on he Middle Las conic is driving lolocaus educaion.
Some youh eel manipulaed, hey eel ha hey are expeced o express shock and concern
i hey are o receive good marks, bu hey do no eel ree o express wha hey may really
hink. Teachers also repor ha oher sudens disance hemselves rom he !ewish hisorical
experience hey learn in class because hey choose o ideniy hemselves wih he srong and
successul raher han wih he vicim. Since similar observaions are being made by eachers
in dieren counries, he lTl Academic and he Lducaion Working Group has esablished a
subcommiee called Teaching he Shoah in Muliculural Socieies: Resisance, Problems, Peda
gogy. l plans o carry ou surveys o research hese phenomena in more deail.
Lxising aniSemiic aiudes among cerain learners and also eachers are one obsacle o
successul lolocaus educaion. The increasing hisorical disance beween he presen and
he lolocaus also raises diculies or educaional pracice. Teaching and learning abou he
lolocaus is in he process o change. While lolocaus survivors have been par o lolocaus
educaion in some counries or many years, hey will soon no longer be available. ln addiion,
unil recenly his was a par o hisory or which parens or grandparens o sudens had an
ll. Lessons o 8e Learned: Lducaional
Challenges and Opporuniies or Acion
!. Teaching abou he lolocaus Today: Possibiliies and Challenges
78
lrom a eacher seminar held by he lalian lTl chair in March 2005 in Monecaini.
acive memory as lived experience. l will soon become a more absrac par o hisory. This
changing dynamic means ha lolocaus educaion needs o be adaped, even in counries wih
many years o experience o eaching on he subjec.
De!ence Mechanisms and FaIse Images o! Ihe HoIocausI
The image o he lolocaus and World War ll among oday's youh is based on a variey o
someimes conicing images. The errain o hese images includes he poliics o naional
memory he way a sociey ocially remembers pas evens, and is public and privae discus
sions o someimes conradicory memories is consequences, media producions, knowledge
acquired in school, and amily memory.
The learning process is inuenced by many acors and akes place, in par, unconsciously.
lor example, one sudy has described he grandchildren o German perperaors, accomplices,
and bysanders as possessing a srong emoional desire o mainain a posiive image o amily
members, despie knowledge indicaing oherwise, i.e., he ac ha paricipaion in, and oler
ance o, crimes were widespread hroughou he German populaion.
79
Precisely because hey
are aware o he grim evens o he pas, which hey denounce and rejec, he generaion o
grandchildren consrues a hisory or heir grandparens in which hey appear as morally sound
individuals despie all ha. They consruc his hisory wih ragmens o sories passed on
hrough he amily and heir own imaginaion. This is also rue o amilies in which he grand
parens' acual paricipaion in cerain evens is openly discussed in erms o lived experience.
Discourses o! NaIionaI Memory as a 5ubjecI o! HoIocausI FducaIion
The (changing) public discourses o naional memory also shape learners' image o he lolo
caus and World War ll. 8u hey risk relaivizing he lolocaus, or example, by comparing he
naional suering or even responsibiliy during World War ll wih ha o lolocaus vicims.
This can lead o individuals exoneraing heir naion. lolocaus educaion should address lo
locaus hisoriography as an issue, paricularly in he naional conex. Lxamining hisorical
narraives can reveal he exen o which demands made o hisory change over ime and how
acual hisorical evens diverge rom heir inerpreaion. Aciviies such as visiing or designing
exhibiions and comparing dieren inerpreaions o evens in dieren counries can develop
learners' abiliy o engage wih inheried or aesheic represenaions o hisory on heir own.
The educaional maerials Conronaions developed by he lriz 8auer lnsiue in lrankur
are inended o mee hese and oher goals.
79
See larald Welzer, Sabine Moller and Karoline Tschuggnall, Oa .a/ /e/n Naz/. Na|/ona/soz/a//sm0s 0no /o/oca0s| /n /am/-
//engeoac/|n/s (lrankur am Main, 2002).
151
"Con!ronIaIions" - ModuIes !or FducaIionaI Approaches Io HoIocausI
HisIory and IIs ImpacI, FriIz auer InsIiIuIe, Frank!urI
The lriz 8auer lnsiue conducs inerdisciplinary educaion on he hisory and
impac o Naional Socialism's crimes. locusing paricularly on he lolocaus,
he insiue develops educaional maerials or school and nonschool use.
Conronaions is a sixissue collecion o eaching maerials or school and non
school hisory and poliics educaion. ln addiion o learning abou he hisory o
he lolocaus, Conronaions aims o develop compeencies in acknowledg
ing oher perspecives and conroning hisory and hisorical memory isel. ls
eaching mehods emphasize personal decisionmaking and responsibiliy, and
he individual, raher han insiuions, as shaper o hisory. 8y highlighing he
inuence o individual behaviour ogeher wih hisorical knowledge, links o
conemporary issues are made, and learners explore he exen o which individu
als oday can inuence sociey and proec human righs.
Throughou each opic, learners inerac wih he hisory o Naional Socialism
aer !945 and are made o hink abou wha orm remembrance should ake.
lor example, one issue uses hree phoographs o a 8erlin synagogue ha was
also used as a deporaion cenre rom dieren ime periods. One picure shows
he synagogue as a poswar ruin, anoher a blank memorial plaque rom !960,
and a hird shows an elaborae memorial ha can be walked on. Learners use
he phoographs o discuss he dieren possible orms o remembrance and he
orms ha conemporary memorials o vicims should ake.
Anoher opic suggess he ollowing approach o each abou ideniy. Lach
o up o ve groups receives a prole (i.e., a phoograph and biography) o one
person. The proles are o people who experienced or are experiencing dieren
orms o racism, aniSemiism, or aniGypsyism under Naional Socialism or in
he presen. Lxamples include a Turkishborn woman living in Germany, a emale
Turkish ciizen who is !ewish and who eels now, living in Germany, as hough
she has been made o become a Turk, and a successul boxer who was perse
cued by he Naional Socialiss or being Sino. The groups use he proles o
discuss he concep o ideniy and o work ou which conradicions may exis
beween seldescribed characerisics and hose ascribed by ohers. linally, each
group agrees upon a working deniion o ideniy. Lach group hen presens
heir person and working deniion o he ohers or /n /en0m discussion. This
discussion is ollowed by anoher lesson cenring on he rs ani!ewish boyco
shorly aer he NSDAP came ino power in !9JJ. Once again, proles serve as
he saring poin. lowever, his ime hey are o cional people o he mos
varied backgrounds and living condiions or social environmen. Learners rs
reec individually on how hey hink heir person would have responded o he
boyco and hen compare heir houghs wih he res o he group. Lach group
can hen revise heir working deniion.
1eachihg abouI Ihe HolocausI 1oday: PossibiliIies ahd Challehges
Oher opics ocus more specically on hisory. lor example, he persecuion
o minoriies under Naional Socialism and heir exclusion rom he
vo//sgeme/nsc/af| (naional communiy). Approaches here emphasize
he crimes o euhanasia, he experience o black Germans under Naional
Socialism, and he murder o Sini and Roma. There are also maerials and
approaches or eaching abou he Lodz Gheo, Theresiensad, and he
Warsaw Gheo Uprising, as well as he deporaion o !ews rom Germany o
exerminaion camps, he deah marches, he liberaion o he camps, and he
siuaion o displaced persons in he aermah o he lolocaus.
hp://www.rizbauerinsiu.de/projeke/konronaionenprojek.hm
Discussions on problemaic discourses o memory have already begun in several counries.
These discussions can be accompanied by educaion. lor example, he Polish lnsiue or
Naional Memory addresses he Polish discussion on Poles as perperaors in a coninuing
educaion programme or eachers. An imporan aspec o his discussion lies in he acknow
ledgmen o !ewish suering and he exisence o aniSemiic aiudes and behaviour wihin
Polish circles during German occupaion, his, in urn, has rendered visible hose Poles who
helped !ews.
1he HoIocausI, PoIish-Jewish ReIaIions and PerpeIraIorship: 1eacher
1raining and 5chooI ProjecIs in iaIysIok, Jedwabne, and Warsaw
iaIysIok O!hce !or PubIic FducaIion (FP) aI Ihe InsIiIuIe !or NaIionaI
Memory (IPN)
This projec was designed o provide eachers and schoolchildren rom
!edwabne and he surrounding area wih basic knowledge abou he hisory
o !ews in he region. The projec hus emphasized conroning he hisory
o Poles as perperaors in he pogroms carried ou agains heir !ewish
neighbours in !une !94!. Through excursions, schoolchildren developed new
perspecives on he local hisory o heir owns and region while embedding
his hisory wihin a larger conex.
The public discussion on Poles as perperaors began in 2000 and 200!. l was
marked by a srong denial among some secors o Polish sociey. This discussion
was highly conroversial, paricularly or residens o he !edwabne area, who
el ha hey were being made he aniSemiic scapegoa o Poland by Poles
and he inernaional communiy alike. ln a public display o repenance,
Polish Presiden Kwasniewski apologized in he name o he Polish sae a an
inernaional memorial ceremony in 200! marking he 60h anniversary o
he pogrom in !edwabne. Throughou his ime, he small own o !edwabne
received consan media aenion.
153
ln 200!, he lPN oered eachers in !edwabne addiional raining in developing
courses on The hisory and culure o Polish !ews wih an emphasis on !ews
rom Podlasie. The projec ocused rs on providing eachers wih hemaic
and mehodological raining. The lPN invied hisory eachers rom he enire
disric, eachers rom !edwabne, however, were rom all o he relevan
disciplines.
Schoolchildren rom !edwabne hen oured he Tykocin MuseumSynagogue,
and visied he !edwabne cemeery and he memorial o he slain !ews. They
also wen o Warsaw, where hey oured he ormer gheo, he synagogue,
and a small !ewish Museum housed in he building o he !ewish lisorical
lnsiue. The schoolchildren hen paricipaed in a panel discussion on Polish
!ewish relaions wih employees o he !ewish lisorical lnsiue and he lPN.
linally, hey me wih members o he Polish Union o !ewish Sudens or a
discussion. lor mos o he children, his was he rs ime hey had ever come
ino direc conac wih !ews. laceoace encouners such as his have aided in
earing down barriers and have resuled in developing a new undersanding o
!ewish hisory and culure. As he area surrounding !edwabne is characerized
by exremely modes living condiions, he excursion o he capial was an
excepional even or mos o he sudens.
This projec enabled he lPN o esablish a solid oundaion or eecive
eaching abou he region's complex Polish!ewish hisory.
hp://www.ipn.gov.pl/sprawozd_bep.hml
Media 5ources on Ihe HoIocausI
As he span o ime beween he presen and he lolocaus grows, he media have an increas
ingly inuenial role wih respec o memory o he lolocaus.
Today, almos all sudens have heard abou he lolocaus beore i is menioned in he class
room. Oen hey already eel well inormed or even overloaded by inormaion on his opic. l
is likely, however, ha he real knowledge gained rom he media, even by hose who eel over
exposed, is acually quie limied. Unorunaely, he knowledge ha sudens have acquired in
he pas is someimes shaped by alse inormaion abou hisory, in he wors case, his leads
hem o deny ha he lolocaus occurred.
lirsperson saemens by winesses are increasingly rare, as lolocaus survivors age and die.
As he imporance o lm and he lnerne grows, and he means o disribuion grow wih
hem, he sources providing hisorical accouns have diversied. lowever, hese sources can be
o quesionable legiimacy or reliabiliy and should be veried beore being used as maerial in
he classroom.
Given his siuaion, lolocaus educaion should also each how o disinguish beween reliable
inormaion (on he lnerne, bu also in general) and lessreliable sources. Lducaors should
look closely a he sources avoured by youh and reec upon hem ogeher wih learners in
he classroom.
Addressing AnIi-5emiIic Images
AniSemiic aiudes ound in some learner groups pose an obsacle o lolocaus educaion.
lor individuals already holding aniSemiic views, lolocaus educaion isel can be seen as a
orm o !ewish parisanship. This view can be so rmly anchored in he belie srucure o some
learners ha educaion will no succeed in reaching hem. ln his even, i is crucial ha such
posiions be prevened rom dominaing he discourse wihin he learner group.
Teaching accurae knowledge o he lolocaus and is consequences can help erode he errain
upon which rumours and aniSemiic inerpreaions o everyday experiences grow. Lducaion
should also correc he widespread image ha conemporary reparaion claims by lolocaus
vicims express recurring, neverending demands ha can never be saised. Learners should be
augh ha images commonly evoked in his discourse, such as porraying he vicims or heir
amilies as avaricious, heir claims or compensaion as illegiimae, or he vicims' soliciors
as insaiable businessmen, are hemselves based upon aniSemiic sereoypes. They should
also learn ha reparaion claims are abou legiimae issues ha or various reasons have gone
unullled and are in no way comparable o he harm suered. l should be clearly saed ha
he issue o reparaions remains on he agenda 60 years laer no because o he exisence o
vicims. l remains on he agenda because he legal successors o he perperaors remain liable
and/or because no reparaions have been made in cerain cases.
Addressing he creaion o he Sae o lsrael is imporan precisely because aniSemiic in
erpreaions o he Middle Las conic oen disor his. Teaching approaches in his regard
include echniques ha ask learners o view he conic rom dieren perspecives and develop
a muliperspecive undersanding. The Kreuzberg Acion Group Agains AniSemiism employs
hese acics in heir programme on he Middle Las conic (see he projec descripion below
under Globalized AniSemiism in he MiddleLas Conic).
Lducaional programmes ha bring people wih dieren backgrounds and experience ogeher
on a personal level play an imporan role. ln Germany, he Acion Reconciliaion Service or
Peace employs his educaional approach by sending German youh or various social projecs o
counries ha suered a he hands o German aggression. Projecs ha suppor !ewish insiu
ions and lolocaus survivors are o paricular relevance in his programme. The young people
engaged in hese aciviies receive coninuous educaion hroughou heir service. Youh rom
he arge counries are also brough o Germany or shor periods, oen in he orm o a summer
camp. lnerculural and ineraih approaches can also be inegraed wihin such encouners.
155
1wo ModuIes !or a 5chooI ProjecI Io CombaI AnIi-5emiIism
MovemenI Io CombaI InIoIerance
The educaional work o Spain's Movemen o Comba lnolerance aims
o comba violence, prejudice, and discriminaion o every kind, while
srenghening culural diversiy and olerance. AniSemiism is reaed and
analysed here as a specic orm o discriminaion. The aciviy described below
is par o a programme o prevenive measures agains inolerance ha has
been conduced by he Movemen o Comba lnolerance hrough is Lducaion
Cenre a several evens hroughou Spain in he las en years. The aciviy is
aimed a schoolchildren o all our levels o lower secondary school (ages !2!5)
and secondary school (ages !6!7).
ln he wo modules, which are designed o build on one anoher, sudens
analyse aniSemiic sereoypes. The use o violence and errorism is also
delegiimized. Sudens are encouraged o develop empahy.

ModuIe 1: AnIi-5emiIic concepIs/hisIoricaI rooIs/sIereoIypes
and prejudice
The workshop begins wih heory abou aniSemiism and is hisorical roos
in he orm o inroducory presenaions. All o he heoreical elemens use
group aciviies o ensure ha paricipans are engaged and included. Videos
such as Democracy and Lqualiy are shown o illusrae how prejudices and
discriminaory characerisics are ascribed o various groups. Prejudices and
sereoypes are urher explored hrough various approaches, such as working
wih phoographs ha promp associaions or hrough roleplaying scenarios in
which conic siuaions are o be resolved.
ModuIe 2: 1he HoIocausI and new !orms o! AnIi-5emiIism
This module encourages he developmen o empahy wih he vicims o he
lolocaus. To nd a personal poin o enry o he opic, he approach ocuses
on he sory o specic individuals. A documenary video on he lolocaus
made by he lnorme Semanal elevision eam is shown o provide basic
inormaion. Specic examples are used o discuss new orms o aniSemiism
and look closely a he common conusion o errorism and resisance. The
goal o his module is o couner every aemp o legiimize erroris violence.
ln a las sep, possible soluions are developed in plenum. Paricipaing in
voluneer work o comba aniSemiism is encouraged. Paricipans are oered
an opporuniy o work ogeher on creaing acions aimed a developing
sensiiviy, such as demonsraions, perormances, or symbolic gesures on
remembrance days or oher imporan daes.
hp://www.movimienoconralainolerancia.com
MuIIicuIIuraIism: AppIying a PIuraIiIy o! Fxperiences and Memories
Learners rom immigran amilies and members o naional minoriies oen do no eel ad
dressed by lolocaus educaion, which poses an oendiscussed problem or he educaional
environmen. lolocaus educaion in some counries developed a a ime when mos socieies
were perceived as relaively homogenous and in possession o a relaively uniorm shared ex
perience. Since hen, however, hese counries have enered a phase in which experience is in
creasingly pluralized or globalized and he awareness o preexising dierences and a diversiy
o experience is growing. The OSCL region has been prooundly shaped by ransnaional migra
ion and social ransormaion since he all o he 8erlin Wall. Conemporary classrooms are o
en muliehnic, muliculural, and muliaih. Unlike classrooms o he pas, mos o he youh
in hese classrooms do no share he same hisory. Naional minoriies, paricularly in saes o
he ormer Sovie sphere, have become increasingly visible, as has heir dicul relaionship o
naional hisory. ln addiion, i has become increasingly apparen ha heir relaionships wih
conemporary majoriy sociey are oen raugh wih ension.
Thereore, educaional processes should incorporae boh a diversiy o experience and memo
ries and also address curren and/or hisorical orms o discriminaion experienced by learners
a he personal, amilial, and group level.
lolocaus educaion should creae clear poins o reerence or people rom a variey o di
eren backgrounds. lisory educaion should also nd he means o incorporae hose learn
ers whose background is no addressed by he naional hisory o he counry in which hey
live. Lducaors should acknowledge his siuaion and inegrae he pluraliy o experience and
memory wihin heir mehods, maerials, and approach. A projec developed by he louse o
he Wannsee Conerence memorial sie (8erlin) exemplies his approach. Targeing he Turkish
minoriy in Germany, his programme incorporaes rames o reerence ha speak o his group
specically.
5eminar on NaIionaI 5ociaIism !or MuIIicuIIuraI Groups
House o! Ihe Wannsee Con!erence, erIin
On 20 !anuary !942, !5 represenaives o he Naional Socialis miniserial
bureaucracy and he SS me a a villa on he Wannsee in 8erlin o discuss and
organize plans or he deporaion and murder o Luropean !ews in Lasern
Lurope. A memorial and educaion cenre opened in he villa on he 50h
anniversary o he conerence in !992.
The louse o he Wannsee Conerence oers seminars on he ollowing
opics or muliculural groups: The Genocide o Luropean !ews Sages in
he Lxerminaion Process, AniSemiism, Lscape and Lxile, ldeology
and 'Racial lygiene' Pracices, and Auhoriaive Power and Lveryday Lie in
Naional Socialism.
157
lor various reasons, young people o nonGerman descen increasingly ideniy
wih heir amilies' naive counry. They hereore do no eel addressed by
he discourse on Germany's Naional Socialis pas. As he hisory o Naional
Socialism and he quesions i has provoked coninue o play a signican role in
German sociey and in shaping German naional ideniy, his exclusion hinders
hese youhs' inegraion.
The seminar begins wih an inroducory lecure and a our o he permanen
exhibiion. This is ollowed by independen work in small groups, in which very
dieren sources are used. 8y encouraging hem o engage wih he Naional
Socialiss' racis policies owards nonGermans, he youh o nonGerman
descen nd a personal poin o enry ino he hisory o Naional Socialism.
The conen o his maerial shows he Naional Socialiss' regimenaion o bi
naional marriage or relaionships beween Aryan and Turkish or Arab parners.
Oher sources illusrae he Naional Socialiss' plans or !ews in Turkey or
Norh Arican saes, or saemens on how o deal wih Turkey in erms o he
!ewish Quesion. The seminar ends wih each group presening he resuls o
is .o// /n /en0m, discussion ollows wih he paricipans o various ehnic
backgrounds exchanging houghs and ideas on wha hey learned.
The primary aim o he seminar is o provide youh o nonGerman descen
specic access o he hisory o Naional Socialism. The seminar also aims
o illusrae he hisorical links beween Naional Socialism and he naive
counries o many immigrans. This is direced a geing youh who ail o see
German hisory as heir own o develop an ineres in hese issues. lowever, i
is also direced a developing an awareness o German hisory among youh o
nonGerman descen in he hope o changing he discourse o memory among
immigrans.
www.ghwk.de
HoIocausI FducaIion and GeneraIionaI DisIance: ringing Ihe PasI Io Ihe PresenI
The lolocaus is increasingly seen as a hing o he pas, especially in he eyes o young people.
ln emoional erms, he lolocaus is, or some, as ar removed as he Middle Ages or he Thiry
Years War, ye hey are expeced o see he conemporary relevance o his hisorical period and
be able o engage wih i in an emoional way. This is much easier and more eecive i a young
person can make a direc link o he evens o he pas.
To bridge his generaional disance, wo wellesablished and widespread approaches are o
en used in lolocaus educaion: inviing lolocaus survivors or discussion and visiing auhen
ic hisorical sies paricularly ormer concenraion and exerminaion camps or memorials
esablished or he purpose.
Working wih survivors and esimonies bridges he gap by bringing somehing o he pas
ino he presen. Learners are, a he same ime, promped o esablish a relaionship wih he
survivor in ron o hem. This emoional bridge can also be achieved by sudying biographies or
hemaically linked lieraure or youh.
Meeing survivors and eyewinesses underlines he ac ha he pas coninues o shape he
presen and ha i has le is mark on real living human beings. These encouners aemp o
render angible hose gaps le behind by he murder o millions. lacual knowledge abou
hisory is emoionally anchored hrough personal experience. Conac wih survivors ransmis
hisorical knowledge and may enable a change in perspecive among he learners. Conroning
he auhenic makes hisory real, i.e., angible and personal. This experience helps he learner
esablish a relaionship wih he sie or survivor. Successul encouners promp individuals o
explore urher he meaning o he lolocaus.
NarraIors aI Ihe Danish Jewish Museum, Copenhagen
Since he auumn o 2004, !ewish lolocaus survivors have been working as
voluneers a he Danish !ewish Museum, meeing groups o ell hem abou
heir lives. There are currenly ve socalled narraors ranging in age rom 70 o
80 who oer schoolchildren a special means o access o he exhibiion hrough
heir personal narraives.
These narraors alk abou heir religious pracices and everyday lie as !ews
oday, and emphasize heir experiences eiher as reugees in Sweden aer
Ocober !94J and heir lives in exile or as prisoners o he Theresiensad
concenraion camp. Personal sories such as hese have a grea impac on
many sudens, generally very aenive, hey are very open owards he
survivors.
Locaed in he hisoric royal library, he museum opened in !une 2004 and
received 22,000 visiors in is rs six monhs. Wih 800 square meres
o space, he deailed exhibiion oers !5 ours a week, led by sudens
rom Copenhagen Universiy, on archiecure and/or Danish!ewish hisory.
The museum emphasizes he hisory o Danish !ews as an example o successul
inegraion, which is exemplied by he dramaic rescue o !ews who ed
o Sweden during World War ll. Daniel Libeskind's powerul and symbolic
archiecure aims o lend expression o his phenomenon. The exhibiion space
is shaped by he lebrew word //|z.a, which uncionally commends he good
deed o non!ewish Danes.
Danish !ewish Museum, Copenhagen: www.jewmus.dk
Sixy years aer he lolocaus, here are ewer and ewer survivors as eyewinesses o speak
abou he lolocaus. Some educaors ear ha no mehod or approach can replace encouners
159
wih survivors in ransmiing he hisory o he lolocaus. The end o an era is marked by he
deahs o he las survivors. Added o his is he ac ha an increasing number o oday's youh
have nobody in heir amily or beyond who can give esimony o a period in which horric
crimes agains humaniy were commied. While his will have proound consequences or uure
socieies, he impac is less so or educaion. lolocaus educaion and hisory/civics educaion
have already developed oher approaches o be buil on. Work wih video esimony and oher
media has proven eecive in aciliaing an empaheic sance owards hisorical evens.
80

IncorporaIing FncounIers wiIh 5urvivors and 5iIe VisiIs inIo a Larger FducaIionaI
ConIexI
The personal sory o a survivor or he amosphere o an auhenic sie can be compleely over
whelming. The encouner is one aspec o he educaion process, i canno replace he process
as a whole. Only i he sudens are well prepared will hey ge he chance o learn rom ha
experience. l also canno be presumed ha during encouners wih survivors or hisorical sies
learners will auomaically become immune o aniSemiic views or aiudes. Lncouners wih
survivors and visis o auhenic or memorial sies should hereore be incorporaed ino a larger
educaional conex, which includes preparing sudens hrough placing he sie in conex and
by providing subsaniaed hisorical acs.
Auhenic or memorial sies in paricular depend increasingly on supporing educaional pro
grammes as he disance in ime grows. These programmes should also be available or individ
uals, as camp ruins in and o hemselves are no necessarily undersandable o he unprepared
visior. ln Poland, he Auschwiz8irkenau Sae Museum is devoed o educaion abou Aus
chwiz and he lolocaus. On he grounds o he Auschwiz8irkenau Memorial in Oswiecim, i
is possible o learn abou he hisory o he camp and he lolocaus. ln his auhenic place, i
is easier o undersand he ragedy and excepionaliy o he lolocaus (see Par A o his sudy
or a more deailed descripion o is aciviies).
Up unil he end o he !990s, memorial sies ocused primarily on remembrance and he
mourning o vicims. Since hen, hey have been increasingly asked wih educaion. Lvoking
appropriae remembrance o vicims a he sie o heir demise and ree o any parisan plaorm
coninues o be essenial. ln addiion, he use o survivors' biographies remains cenral. Lduca
ional pracices a memorial sies should no employ shock as a means o aecing learning, so
i is imperaive ha eachers and pupils alike are well prepared.
5Iudy 1rip: VisiIing HisIoricaI 5iIes
Carpi-FossoIi-NonanIoIa (IIaIy)
28 lebruary5 March 2005
Teachers rom he lrench Lycee (secondary school) in Madrid and he Lycee Sain
Marc in Lyon brough heir sudens in he humaniies ogeher early his year
80
Yad Vashem recenly made J.2 million survivor documens available hrough he lnerne or educaional use.
or a join projec on he hisory o he lolocaus. The aim was o move beyond
eaching acual knowledge and imbue sudens wih undamenal civic values.
Teachers began by launching an inerdisciplinary programme a he sar o he
school year. Sudens learned abou he German and lalian dicaorships and
he Vichy regime in hisory lessons. The maerials used encouraged sudens o
address he role o propaganda and general consensus in he deporaion o
!ews.
ln lrenchlanguage classes, sudens sudied he narraives o concenraion
camp survivors. Doing so provided sudens wih an individual human
perspecive on he lolocaus ha conrass wih he images o masses o
anonymous deporees.
ln lalianlanguage classes, sudens sudied he works o Primo Levi,
paricularly his auobiographical /s |//s a /an?. An eyewiness accoun o he
lolocaus, i is also a reecion on human behaviour, on he need o respec
and honour ohers.
These hree aciviies and oher maerials were used o prepare sudens or
a visi o hree lolocausrelaed sies. The rs sie was he camp in lossoli,
where Primo Levi was imprisoned prior o being depored o Auschwiz.
Sudens were visibly sruck by he dicul living condiions o deporees.
The second sie was he Museum o he Depored in Carpi, where sudens
were conroned wih he orure o resisance ghers during World War ll.
lnscripions by prisoners le on he walls o oday's museum esiy o he
courage o hose who ough dicaorship and injusice. The hird sie was Villa
Lmma, where residens o he village Nonanola hid !ewish children during he
lolocaus. Sudens me members o hose amilies ha had risked heir lives
o save young !ews rom deah in he Nazi exerminaion camps. The winesses,
hemselves small children in !94J, old o he widespread propaganda back
hen and heir eeling o surprise upon seeing ha heir !ewish peers were no
dieren rom hem.
The rip allowed sudens o experience courage no as an absrac noion bu
as a lived experience. Lxposed o he esimony o resisance, hey became
winesses o he possibiliy o saying no o propaganda and aniSemiism.
lrom !0 May hrough J !une, he lrench lnsiue in Madrid hosed an
exhibiion o he works produced by sudens during he previsi educaion
programme described above and he sudy rip o he lolocausrelaed sies.
Paricia Amardeil, who is responsible or his programme, is a eacher in Madrid.
161
HoIocausI FducaIion and PersonaI DisIance
ln addiion o increasing hisorical disance, oher acors conribue o he sense among cerain
youh ha he hisorical evens o he lolocaus are no par o heir hisory. They may eel ha
hey are no aeced. To many, he lolocaus is an absrac issue or is par o a dieren group's
hisory and is hereore o no relevance o hem. Some youh lack he imaginaion needed o
link hisorical knowledge o heir curren realiy. ln oher cases, some youh lack a personal and
longerm amilial relaionship o heir curren residence due o recen migraion. These youh
share a disaecion o naional debaes over hisory. Ye even youh whose amily members,
neighbours, and colleagues were members o he sociey a he ime experience diculy in es
ablishing a personal link o lolocausrelaed evens. The monsrosiy o he lolocaus makes
i dicul o discuss in everyday erms. lndeed, he everyday aspecs o he lolocaus remain
elusive precisely because o is exreme naure. l is hus hard or hose born aerwards o con
nec heir personal amily hisory and narraives o he lolocaus.
A valuable eaching sraegy used o bring he pas ino he presen employs a reerence poin
rom he learners' own personal background and experience as a simulus. This can be done
by encouraging learners o research and invesigae heir own environmen in deail eiher by
local research (exploring he hisory o local sies), or by rying o relae heir lie experiences o
ha o !ewish youh or children during he ime o Naional Socialism. They could, or example,
learn abou he exclusions o !ewish youngsers rom spor clubs, orchesras, and schools, or
he ac ha !ewish children had o give away heir pes. Through hese hings ha hey can
ideniy wih, i will be easier or hem o relae o he overall hisory o he persecuion o !ews
and he lolocaus.
5earching !or 1races o! Ihe PasI
l is oen possible or learners o research and localize he hisory o he lolocaus in heir
own environmen by exploring local hisory and paricipaing in hisory workshops (e.g., on
he hisory o heir school or neighbourhood) or by invesigaing paricular groups (e.g., he
role o paricular proessions, such as eachers, in Naional Socialism). lisory workshops have
successully employed his approach, which encourages learners o conron any conradicory,
and in some cases very problemaic or even culpable, saemens made, such as lolocaus de
nial. Wihin heir own social surrounding, learners hus engage in a more open encouner wih
hisory. ln so doing, learners become selreecive in heir adopion o hisory and are able o
posiion hemselves wihin i.
ln many German ciies and small owns, projecs o his naure can build on he work already
done in local hisory workshops. Unied by he slogan Dig where you sand!, several local and
regional hisory acion groups were creaed in he !980s o research local hisory under Naion
al Socialism. !ewish cemeeries, ormer synagogues, and winesses o peaceul and producive,
as well as conicridden, relaionships became imporan ocal poins o aenion. This re
eced a general shi in hisorical scruiny away rom insiuions and prominen acors owards
everyday lie. lisorical analysis ocused on he paricular hisory o a sie in order o reveal as
much as possible abou he uncional mechanisms, echnologies o dominaion, and ideology
o Naional Socialism. The goal was o analyse he relaionship beween he crimes commied
and he srucures o everyday lie under Naional Socialism and o nd personal linkages o he
pas by invesigaing one's own environmen. Lducaors inroduced his very personal approach
o learning o schools and ormed several o hese regional hisory acion groups. ln Germany,
a hisory compeiion or schoolchildren, sponsored by he ederal presiden, was insrumenal
in promoing invesigaions o local hisory. Similar developmens have begun recenly in oher
counries examined.
5chooI No. 81 in Warsaw and Ihe Warsaw GheIIo ProjecI
v/a| mean/ng s/o0/o o/ can |/e fac| |/a| .e //.e on |/e s/|e of ,o0/ oea|/
/a.e fo/ o0/ f0|0/e?
!.M. Rymkiewicz
School No. 8! is a lyceum (upper secondary school) wih 760 sudens rom
he greaer Warsaw area, where sudens prepare or heir 8accalaureae
examinaion. The lyceum is locaed on par o he ormer Warsaw Gheo
and across rom he bunker o he leader o he Warsaw Gheo Uprising,
Mordechaj Anielewicz. 8eore his projec sared, more han 90 per cen o
he sudens knew nohing o he hisory o he Warsaw Gheo. A eacher o
Polish, Wiesawa Mynarczyk, and a hisory eacher, 8ogusaw !druszczak,
hereore iniiaed he projec o ge sudens, heir parens, oher eachers,
and he residens o he Muranow disric o reec on he above quoaion
by he Polish poe Rymkiewicz. The goal was o spark conemplaion o wha
i mean or people o live in an area ha was simulaneously a locaion o
he lolocaus and a sie o !ewish resisance. Voluneer workshops are held
once a week in addiion o regular classes in which sudens' undersanding
o he lolocaus is deepened hrough Rober Szucha and Pior Trojanski's
exbook /o/o/a0s|. /oz0m/ec o/aczego. /s/z/a omocn/cza oo na0// //s|o///
. sz/o|ac/ onaooos|a.o.,c/. Oher issues, such as conemporary orms
o aniSemiism, discriminaion agains Sini and Roma, and xenophobia, are
explored and discussed. lolocaus survivors are also invied o he workshops.
Local residens have been involved in he projec hrough polls conduced by
sudens a he memorial or he uprising, which is used as a public park in
he summer. Sudens and eachers prepared a quesionnaire ogeher and
evaluaed he resuls. They also prepared an exhibiion on he hisory o he
Warsaw Gheo which opened in lebruary 2005 and will be on longerm
display a he school. An opening ceremony was organized by he sudens, and
parens were asked o prepare !ewish dishes.
The projec was nanced by he school's parens associaion, which debaed
and discussed he projec inensively. Ms. Mynarczyk and Mr. !druszczak wroe
o oher Warsaw schools o spark ineres in similar projecs elsewhere. The
response, a his poin, has been reserved. lowever, inernaional cooperaion
163
on he subjec has been very ruiul. The eachers have esablished conac wih
schools and insiuions involved wih lolocaus educaion in lsrael, he Unied
Saes, and oher Luropean counries. Currenly, plans exis o invie school
groups or an inernaional youh exchange. Sudens a school No. 8! are o be
rained o ac as guides or visiing school groups and o lead hem hrough he
area o he ormer gheo while inroducing hem o is hisory.
ln addiion o he pracice o invesigaing one's social environmen, here is anoher educaion
al pracice o grea imporance: conroning a groupspecic experience o which he learner
has a poin o reerence. ln many cases, his poin o reerence is he opic o childhood.
Children and heir siuaion evoke associaions in young people and aduls alike. lor many
sudens, engaging wih he hisory o children in he lolocaus, or example by reading Anne
lrank's diary, provides a rs emoional poin o enry ino he subjec. Children's hisory can be
an appropriae means o communicaing an issue ha is absrac or dicul or children and
youh o comprehend. Using lieraure and lm can also build a comparable emoional bridge.
New museums argeing children and youh specically, by using modern echnology, oering
online research opporuniies relaed o specic opics or wih special youhrelaed exhibis
are especially able o ge youh ineresed in he opic o he lolocaus or !ewish hisory. Good
examples are, among ohers, he !ewish Museum in 8erlin, he new lolocaus Museum a Yad
Vashem, he Danish !ewish Museum or he Unied Saes lolocaus Memorial Museum.
LeIIers Io Ihe Orphanage. Osrodek rama Grodzka - 1eaIr NN, LubIin
On J0 March 2004, 80 schoolchildren and hree eachers rom wo Lublin
schools me wih he Osrodek 8rama Grodzka, a group o educaors, in he
building a ul. Grodzka !! ha once housed he Lublin orphanage, now a
culural cenre or youh. More han one hundred inhabians o his orphanage
were murdered as par o he liquidaion o he Lublin gheo ha ook place
rom !6 March hrough !0 November !942. Three careakers who reused o
leave he children died wih hem. A he ime, onehird o Lublin's populaion
was o !ewish descen.
The projec was par o a programme known as Leers o he Gheo, which
has been running since 200! and which uses leerwriing, eiher o unknown
or real people, as a means o educaion and commemoraion. Conceived o
correspond wih he ime rame o he gheo's liquidaion, in his paricular
projec schoolchildren aged !J!8 brough leers hey had wrien o he
children o he ormer orphanage. 8ecause he names o he orphans are no
known, he leers were addressed o he hree careakers. The organizers
began by providing he schoolchildren wih shor, inroducory inormaion on
he orphanage, he liquidaion o he gheo, and he Leers o he Orphanage
projec. One paricipan hen read an excerp rom an eyewiness accoun o
he evens o !942. Lach o he 84 leers wrien by he schoolchildren were
hen bound ogeher by a sring ha reached rom he ormer orphanage o
he Grodzka Gae, which marked he passage o he ciy's !ewish quarer.
The enire pah was lled wih leers rom he schoolchildren. 8rama Grodzka
saed, The hread o leers illusraed he las journey in he lives o he
!ewish children. Upon passing hrough he gae, hey wen on o deah.
Aerwards, he paricipans gahered a he Grodzka Gae, where anoher
eyewiness accoun was read aloud. This accoun old o he deahs o he
children and heir careakers. The leers were hen colleced and pu in a
specially prepared pos box. On J November 2004, he anniversary marking he
end o he gheo's liquidaion, he leers were sen back by regular pos o
he senders: addressee unknown. The arrival o he leers promped discussion
among he amilies o he paricipaing sudens. This projec was an ac o
remembrance ha hrough is public perormance, amily involvemen and
elevision documenaion, conroned housands o Lublin's ciizens wih he
evens ha ook place 62 years earlier.
The goal o he projec was o communicae knowledge abou he hisory o
Lublin's !ewish ciizens o he ciy's schoolchildren, eachers, and ciizens. Unil
recenly, he ormer !ewish quarer o Lublin and is ciizens occupied an empy
space in he memory o Lublin's conemporary ciizens. The projec had a grea
impac on he public: a large number o Lublin's ciizens were addressed, and
he paricipaing children could see he imporance o heir conribuion in
communicaing hisory o heir communiy.
The 8rama Grodzka Tear NN has been running hisory educaion projecs
since 200!. ln connecion wih a local hisory research projec, members
colleced he names and addresses o ormer inhabians o he !ewish quarer
in Lublin and raced heir pahs o he Majdanek concenraion camp. The
documens compiled in collaboraion wih he Majdanek Memorial laid he
oundaion o he work being done by he eachers working wih he cenre
and resuled in coninuing cooperaion. The projec is par o an inernaional
educaion exchange. ln 2005, projec members, ogeher wih he !ewish
lisorical lnsiue in Warsaw, conduced a woweek educaional programme
or lsraeli eachers called Under One Sky: Polish!ewish Relaions agains he
8ackdrop o a Common lisory and a !2day educaional programme or
US eachers in cooperaion wih he Lducaion Deparmen a he lolocaus
Memorial Museum in Washingon.
www.nn.lublin.pl
165
UniversaIizing HoIocausI FducaIion
Some approaches seek o universalize perspecives o he lolocaus. These approaches view
lolocaus educaion in erms o a larger, general ramework or humanrighs educaion, some
engage in a comparison o dieren examples o genocide. ln addiion o he lolocaus, hese
approaches encompass oher caasrophes, such as he mass killings o Armenians and he
genocide in Rwanda. The work o he Danish lnsiue o lnernaional Sudies (DllS) in Denmark
exemplies one such universalizing approach. To discuss oher genocides wihin he ramework
o lolocaus educaion can be helpul. l migh, however, lead away rom he opic o he lolo
caus or lead o is equalizaion wih oher evens. As long as educaors are aware o such risks,
hey should use he approach ha seems mos appropriae or heir sudens.
AuschwiIz Day - Danish InsIiIuIe !or InIernaIionaI 5Iudies (DII5),
DeparImenI !or HoIocausI and Genocide 5Iudies
Since 200J, in accordance wih he commimen made by counries
paricipaing in he Sockholm Conerence o 2000, Denmark has insiued
an annual Auschwiz Day on 27 !anuary. The DllS Deparmen or lolocaus
and Genocide Sudies was enrused by he Danish Governmen o organize
boh public and parliamenary discussions on he subjec o Auschwiz and o
implemen is commemoraion. Wha began as a single workshop or hundreds
o preuniversiy (uppersecondaryschool) sudens in he capial as par o he
commemoraive evens a Copenhagen's Ciy lall has since become a series o
decenralized workshops aking place during he las week o !anuary in oher
Danish ciies such as Alborg, Arhus, Lsbjerg, Odense, and Roskilde. The goal
o hese workshops is o suppor and aciliae educaion on he lolocaus
and genocide. The iniiaive is he resul o a cooperaive eor on he par o
ederal minisries, communiies, and he DllS.
The aims o Auschwiz Day are hreeold: o commemorae he genocides
o he 20h cenury, o promoe discussion and reecion upon ehical and
poliical challenges, and o conemplae heir conemporary consequences.
The DlSS workshops, iled 8ysander or Proecor (2004) or Perperaor
(2005), are designed o draw direc parallels beween Naional Socialism and
evens in 8osnia or Cambodia. The DllS employs a comprehensive approach o
civic educaion wih broadbased hemes. These workshops are designed o
simulae learning and conemplaion by drawing parallels o curren issues and
evens. Wih more han 2,000 sudens and !00 eachers paricipaing in eigh
projec days all over he counry, he oureach o his projec is very wide.
Teaching maerials have been produced in he las ew years, some direcly
under he direcion o he DllS, ohers indirecly. This includes he excellen
Danish and Lnglishlanguage websie www.holocausuddannelse.dk,
which deals primarily wih he lolocaus and receives some 5,000 visis per
monh mosly rom Danes. Oher websies include www.olkedrab.dk
and www.olkedrab.dk/ung (boh in Danish only), which choose as heir opic
he specrum o genocide in he 20h cenury in general and are aimed a
sudens beyond he primary or elemenary levels. Since !anuary 2005,
a Danish ranslaion o he bookle !e// ,e ,o0/ c///o/en (Om dea m ni
beraa), wrien by Sephane 8rucheld and Paule Levine, has been available,
including an addiional chaper on Denmark and he lolocaus.
www.diis.dk
Universalizaion, as an approach, is mean o address no only he challenges posed by he
growing hisorical disance beween learners and he lolocaus and he increasing heeroge
neiy among learners. l also poins o anoher recen phenomenon: an increasing number o
learners come rom amilies or backgrounds shaped by he experience o conemporary geno
cide or humanrighs abuses. Up unil now, hese learners' experiences have no been he sub
jec o sudy in classrooms or seminars. lowever, such comparisons run he risk o relaivizing
he lolocaus and diminishing is imporance. 8oh he classicaion o he lolocaus as one
o many crimes agains humaniy and he arbirary use o lolocaus meaphors are changing
he recepion o he lolocaus. Universalizing approaches should hereore exercise cauion o
ensure ha he unique experiences o he lolocaus are no los wihin he larger picure. They
should also be vigilan in promping acual learning abou he lolocaus, using he lolocaus
only as a meaphor or evil is no enough.
The sysemaic, bureaucraically organized naure o he legal and social disenranchisemen o
!ews wihin Germany's sphere o inuence, he indusrial characerisics o he murder o !ews,
and he near oal desrucion o heir culure in Lurope are unique in hisory. The lolocaus
hus canno be equaed wih oher genocides or wih prelolocaus aniSemiic pogroms, a
ac ha becomes clear i he lolocaus is compared in an appropriae way o oher evens o
mass murder. This does no, o course, mean o creae a hierarchy o personal suering and
pain. l people are being orured or killed, hey all suer, whaever moives heir ormenors or
murderers migh have. 8u he creaion o a killing machinery ha worked as a modern indusry
ha was mean o eradicae a whole people is unique in human hisory.
This claricaion is cerainly no inended o deny vicims o oher genocides and humanrighs
abuses heir righ o expression or o minimize heir experience. lowever, his claricaion insiss
upon he singulariy o he collecive !ewish experience and is recogniion as such. Acknowl
edging his can provide he basis o improved undersanding beween !ews and non!ews.
Given he role o he lolocaus in conemporary orms o aniSemiism, lolocaus educaion
should no neglec eaching he unique dimensions o he lolocaus.
167
ConcIusions
The lolocaus is a urning poin in human hisory and should hereore be
reaed as a required elemen o basic knowledge in educaion. lolocaus
educaion should be susainably anchored in every OSCL paricipaing Sae and
esablished where implemenaion has been weak. lolocaus educaion should
be adaped o mee he conemporary challenges described in his repor. Such
adapaion should include undersanding he ollowing as aspecs o lolocaus
educaion: poslolocaus hisory, pre and poslolocaus aniSemiism,
naional discourses o memory, and he response o reparaions claims.
The lolocaus should no be reaed as a subchaper o World War ll hisory
as i i occurred only because o he conex o he war, bu requires explici
reamen as an issue in isel. lolocaus educaion should hereore each
abou aniSemiism as a cenral aspec o Naional Socialis ideology.
Given he required emphasis o he lolocaus in educaion, i is imporan o avoid he his
ory o he persecuion and desrucion o he !ews becoming he only hing ha sudens
know abou !ews and !udaism. There is a need o balance he image o !ews as vicims wih an
awareness o he role o !ews as an inegral par o local, Luropean and world hisory, and heir
conribuion o pas and conemporary lie.
ln general, images o naional, ehnic, and religious homogeneiy are a consequence o he un
derexposure given o conemporary and pas hisories o !ews and oher minoriies. Despie he
message conveyed by naional descripions o hisory, he OSCL region hroughou is hisory
has in ac never been homogenous. Migraion, muliculuralism, and muliaih communiies
are boh curren and hisorical acs ha should be augh in schools.
Lducaion should highligh he culural riches brough abou by !ews in many counries and
he periods in which !ews and non!ews or oher majoriy groups and naional minoriies lived
ogeher producively. Youh need o learn ha majoriy and minoriy environmens lead o a
variey o dynamics. 8i or mulinaional schoolbook commissions could provide valuable sug
gesions o improve he conen o curricula.
8!
lncreasing he presence o !ews, as well as chang
ing heir represenaion, in educaion and lieraure or youh and children is imporan. l is
highly recommended ha educaors, when choosing lieraure, no make he lolocaus he
rs and only opic in which !ews and !udaism are presened. lolocaus educaion ha ails o
embed !ews and !udaism wihin a larger conex can be counerproducive.
Work on aniSemiism should no always be ron and cenre. Lvoking he moo Percep
ions o he presen are incomplee wihou !ewish perspecives, he German rade union edu
caional programme Module or NonRacis Lducaion inegraes diverse !ewish perspecives
ino is educaional conceps.
82
Working wih he media, in paricular lm or elevision, is also
imporan. Germany's lederal Agency or Civic Lducaion has already begun disribuing class
room maerials o accompany he German lm ^//es a0f 0c/e/, which presens conemporary
!ewish lie in Germany as seleviden.
8J
Personal and even virual encouners can be eecive ways o engaging wih !ewish perspec
ives. lor example, he Polish organizaion lorum or Dialogue Among Naions organized evens
bringing Polish, !ewishAmerican, and lsraeli youh ogeher. They developed he Dicul Ques
ion projec in response o quesions raised wihin his conex.
2. Conexualizing lolocaus Lducaion: Teaching !ewish lisory
and Conemporary !ewish Lie
8!
lor example, suggesions made in !985 or German and lsraeli exbooks provided he basis or he 200J Leo 8aeck lnsi
ue's (lrankur) publicaion on mehods or he hisory classroom. Oher counries have similar exchanges wih lsrael.
82
See 8a0s|e/n z0/ n/c/|-/ass/s|/sc/en 8//o0ngsa/ce/| (Module or NonRacis Lducaion) hp://www.dgbbw.de. See he de
ailed projec descripion below under Supplemening lolocaus Lducaion in Response o New lorms o AniSemiism.
8J
lor educaional maerials, see hp://www.bpb.de/publikaionen/PAXLTl,,0,Alles_au_Zucker%2!.hml. Commening on
his lm, direcor Dani Levy saed ha he waned o pull !udaism ou rom sinking ino he role o he vicim.
169
Forum !or DiaIogue Among NaIions - "Di!hcuII uesIions" projecI
The lorum or Dialogue Among Naions se up a projec o reveal he kinds
o dicul quesions ha may disor relaions beween !ewish and non
!ewish Polish adolescens. Previous research revealed ha here are numerous
unanswered quesions ha hinder any successul meeing o !ewish and non
!ewish sudens. l was recognized ha answering such underlying quesions
may lead sudens o learn more abou he hisory and culure o Polish !ews,
he lolocaus, lsrael, he Diaspora, and Poland. The projec had he ollowing
our sages:
MeeIings
ln spring 2004, meeings were organized beween Polish highschool sudens
and !ewish sudens rom lsrael and oher counries visiing Poland during he
March o he Living (in Warsaw, Krakow, and oher ciies). During he meeing,
rainers rom he lorum ormed small non!ewishPolish and !ewish groups,
consising o !0 sudens, and gave hem an opporuniy o alk o each oher
abou hisory and oday. Aer he meeings, young non!ewish Poles and !ews
alked abou he issues ha hey idenied as mos disurbing in heir conacs.
LeIIers and uesIionnaires
Sudens rom numerous Polish high schools were invied o wrie a leer o
a !ewish riend o ask him or her any quesions ha hey eel uncomorable
abou. The lorum also colleced !,000 quesionnaires in which Polish sudens
were asked: Wha dicul quesions abou !ews have you always waned
o ask bu haven' asked? A similar ask (regarding Poles) was perormed by
!ewish sudens in he Unied Saes and lsrael.
Answers by FxperIs
Aer collecing he quesions, he lorum seleced 50 o he mos represenaive
problems and asked leading !ewish and non!ewish inernaional and Polish
expers (journaliss, scieniss, leaders, priess, rabbis, ec.) o give brie answers
(on 24 pages) or Polish and !ewish children. Mos quesions concerned
he lolocaus (and Polish reacions o i), he Middle Las conic, religious
pracices, he !ewish Diaspora, lobbying, communis imes, pogroms, ani
Semiism in Poland, and educaion.
ook
//ffc0/| (0es|/ons, a book wih quesions and answers o be used in
classroom aciviies, is now in prin. l conains ully illusraed maerials and
exs by auhors wih dieren backgrounds. Three language versions (Polish,
Lnglish, and lebrew) are being prepared. l will be disribued in Polish,
American, Luropean, and lsraeli schools, as well as during educaional and
commemoraive meeings (like he March o he Living).
CohIexIualizihg HolocausI EducaIioh: 1eachihg Jewish HisIory ahd CohIemporary Jewish Li!e
Aer he publicaion o //ffc0/| (0es|/ons, he lorum will creae educaional
maerials or eachers and sudens. The educaional eam is preparing
classroom aciviies ha may use maerials rom //ffc0/| (0es|/ons in schools
or boh Polish and Lnglishspeaking sudens.
hp://dialog.org.pl (in Polish and Lnglish)
lolocaus educaion should use a concep o naions ha is no ocused on ehnic homogene
iy. The diversiy eviden in he socieies o he OSCL region should be incorporaed as a unda
menal concep inegraed hroughou classroom maerials.
ConcIusions
Given he expeced impac o lolocaus educaion, embedding i wihin a clear
represenaion o conemporary and pas !ewish hisory is very imporan.
Conemporary and hisorical represenaions o !ews should no reduce or ie
hem o he saus o vicims. lisorical represenaions should reinegrae !ews
and !udaism.
The persecuion and murder o Luropean !ews, as well as he gaps his has
le behind, can hen be inegraed wihin naional hisories and hisory o he
region. Naional selundersanding and is represenaion in he classroom
should be evaluaed so as o preven exclusionary or homogenizing eecs.
171
ln recen years, several OSCL saes have winessed an increase in aniSemiic aciviies arge
ing !ews collecively and as individuals. The OSCL Conerence's 8erlin Declaraion classied his
new aniSemiism as a hrea o he inernal securiy o he regions o he world. 8ecause lo
locaus educaion and educaion in general are inernaionally recognized as imporan means
o comba aniSemiism, he ollowing requiremens and specicaions should be regarded as
necessary or eecive educaional pracice.
ParIicipanI-OrienIed FducaIion
Lvery educaional sraegy aimed a combaing social grievances requires a horough exploraion
o he causes, srucures, and dieren orms o expression o hese grievances. Lach sraegy
should also dene who is o be addressed by he educaional measures. This is paricularly impor
an when dealing wih aniSemiism, precisely because a broad specrum o aniSemiic moives
are expressed and maniesed in similar ways. Repudiaing every orm o aniSemiism is simply
no enough in an educaional seing. Developing approaches ailored o each group o learners is
more eecive. Successul educaion requires ha he conex o, and moivaion behind, aniSe
miic behaviour and aciviies be clearly dened. Thus, he ollowing quesions should be posed:
Who are he learners? Wha is heir social, culural, and poliical background?
l hey are expressing aniSemiic senimens, why is his so?
low can learners be reached wih prevenive measures aimed a shor
circuiing aniSemiic aiudes and behaviour?
low and wih whom are changes in exising aniSemiic aiudes aainable,
and wha are he boundaries o educaion?
The ollowing elemens are key o he success o educaional programmes combaing ani
Semiism:
A realisic assessmen o he possibiliies and limis o educaional inervenion
on he opic. Conceps oriened owards each group argeed ha are
appropriae o heir siuaion,
lnormaion regarding he various maniesaions, moives, and media o ani
Semiic aiudes.
CurrenI Mani!esIaIions o! AnIi-5emiIism
AniSemiism did no disappear in he wake o he lolocaus. lorms o secondary aniSemi
ism coninue o play a key role in conemporary poliical discourses. Secondary aniSemiism
is characerized by a deence mechanism agains eelings o guil and a denial o any personal
responsibiliy or he lolocaus. This secondary aniSemiism and he inuence i poenially
has on he aiudes o he majoriy sociey shape he manner in which he lolocaus is remem
bered in OSCL paricipaing Saes. Chrisianbased aniSemiic images o !ews as he enemy,
and hose orms o aniSemiism ha blame he !ews or social and economic grievances are
J. Reecions on Llemens o Lducaion o Comba AniSemiism
Re!lecIiohs oh ElemehIs o! EducaIioh Io CombaI AhIi-SemiIism
also manies in a variey o moderae orms in public opinion, aniSemiic exremiss blaanly
sae hese views. Openly aniSemiic saemens are also played ou on he poliical sage
o some saes. Opinion polls consisenly show ha aniSemiic resenmen coninues o be
spread, as does he quesion o wheher !ews really belong o he socieies in which hey live.
This endency and urher developmens in recen years have given rise o inernaional concern
regarding wha is ermed he new aniSemiism.
84
This developmen is characerized in par
by an increase in violen acs o aniSemiism.
85
l is also characerized by orms o aniSemi
ism ha, unlike openly aniSemiic saemens, migh appear legiimae insoar as hey do no
direcly incie hared owards !ews, bu ormulae raher a criicism o acions o he Sae o
lsrael. To be clear, criicism o lsrael per se is no he problem, he problem lies in he ac ha
some such criicism is uncionalized or aniSemiic ineress. AniSemiic orms o criicism o
lsrael, described below in deail, can, under cerain circumsances, represen openly aniSemiic
saemens. This endency is observed currenly hroughou a wide variey o poliical and social
secors, paricularly in he media. ln addiion, aniSemiic conspiracy heories, which include
images o alleged !ewish or lsraeli conrol over American and Luropean governmen policies,
have regained currency by being linked o criicism o lsraeli policies. l his discourse akes up
aniSemiic mois, i can easily be linked o he myh o a worldwide !ewish conspiracy.
FxIremisI Groups
This overall conex has served as he backdrop o aacks on !ews, !ewish insiuions, and !ew
ish symbols. Two groups sand a he oreron o such aciviies.
Aciviss in righwing exremis circles and young men inuenced by righwing exremis ideas
make up one group o perperaors. Many o hese men are members o righexremis skinhead
groups. (Alhough adul and young men generally carry ou he majoriy o violen acs, righ
wing groups also include girls and women.) AniSemiic views and saemens are common in
his group, also, he willingness o carry ou violen aniSemiic acs has always been an inegral
aspec o righwing exremis ideology. ln addiion o specic hreas emanaing rom his group
o perperaors, o paricular concern is heir repeaed success in uncioning as a mouhpiece
or supposed naional or general ineress. ln his way, heir ideas nd resonance wihin sociey,
and aniSemiism hus comes o serve as a bridge or righwing exremiss o ener he social
mainsream. Righwing exremis naionalism and he conspiracyheory inerpreaion o social
issues in paricular provide clear poins o enry or urher aniSemiic world views.
86

84
Paul lganski and 8arry Kosmin, !/e Ne. ^n|/sem/|/sm? /eca|/ng 0oeo/oc/a /n |/e 21
s|
Cen|0/,, (London, 200J), Klaus
lolz, Neuer Anisemiismus? Wandel und Koninuia der !udeneindscha and Ulrich 8ieleeld, Der gegenwarige
Anisemiismus. Tendenzen und lnerpreaionen in //||e/.eg J6, 2 (2005), Doron Rabinovici, Ulrich Speck and Naan
Sznaider, Ne0e/ ^n|/sem/|/sm0s? (lrankur am Mein, 2004).
85
Sephen Roh lnsiue or he Sudy o Conemporary AniSemiism and Racism, AniSemiism Worldwide 200J/04,
hp://www.au.ac.il/AniSemiism/annualrepor.hml.
86
/c/o., o.c/|., Noe 84, lganski and Kosmin, Michel Wieviorka, /a |en|a|/on an|/sem/|e. /a/ne oes 0/fs oans /a //ance
oa0/o0/o/0/ (Paris, 2005), Michael Whine, Anisemiism on he Srees: ls here a New AniSemiism in 8riain? (lnsiue
or !ewish Policy Research, 200J), o. c/|., Noe 84, lolz, Werner Konizer, Anisemiismus und Moral. Linige Uberlegungen
in //||e/.eg J6, 2 (2005), o. c/|., Noe 84, 8ieleeld, o. c/|., Noe 84, Rabinovici, Speck, and Sznaider, Luropean Monioring
Cener on Racism and Xenophobia, /an/fes|a|/ons of ^n|/sem/|/sm /n |/e fJ 2002 200J, pp. 22!22J.
173
The inuence o educaion programmes should no ocus on he core o righwing exrem
is groups. Lducaion can succeed only among hose ouside he ideological core and among
sympahizers who are no radicalized. l is paricularly imporan o comba he spread o ide
ologies ha oser discriminaion agains minoriies. Oherwise, hese ideologies hreaen o
gradually penerae secors o majoriy socieies. lowever, he limis o educaion in inuencing
organized righwing exremiss mus be acknowledged. When aemping o inuence hese
groups, i is imporan no o provide hem wih resources ha migh in ac srenghen hem.
A second group o perperaors observed in recen years includes members o minoriy groups
wihin heir counries, oen inuenced by poliical lslamiss, who may have a proPalesinian
background, oen come rom Arab or Muslim communiies, or are o Norh Arican origin.
87
The ac ha hey may hemselves suer rom discriminaion leads o considerable srie in
educaional discussions and pracice due o he ear ha people rom hese groups will be
urher sigmaized.
Research on he sources and causes o aniSemiic aiudes and he propensiy o violence is
required. l should be claried wheher, and/or o wha exen, aniSemiic aiudes are shaped
by he poliical opinions o, or amosphere in, one's amily or naive counry, by naionalis or
exremis lslamis propaganda (or example, in he media), or by he experience o discrimina
ion or marginalizaion wihin immigran socieies. Cerainly, he Middle Las conic and how
i is viewed inuences hese groups and heir social environmen and oen leads o srong
anilsraeli views. Lducaional conceps or his group should be aimed a prevening a culure
o aniSemiism rom developing or solidiying. Oherwise, a more violenceprone orm o ani
Semiism risks developing and becoming a code or group inclusion. ln addiion, a broader secor
o he immigran populaion could grow increasingly oleran o violen acs agains !ews.
Lducaional sraegies or his group should arge prevenion and aiude change among a
risk individuals. This can be achieved i immigran or Muslim communiies are desigmaized
among he culural majoriy o Chrisianinuenced socieies. More educaional work on his
opic should also be done wihin saes wih a Muslim majoriy.
ln addiion o he wo aoremenioned groups, members o exremis leis groups mus also
be named as groups ha use aniSemiic sereoypes and presen aniSemiic aiudes. They
dier rom he rs wo insoar as hey have no commied violen acs agains !ews or !ewish
insiuions. Anoher dierence lies in he ac ha, alhough radical and openly aniSemiic
views are expressed among hose in he specrum o leis exremism (e.g., by equaing lsraeli
policy wih ha o he Naional Socialiss), hey do no deny ha he lolocaus occurred. lor
hese reasons, and because heir aniSemiism sems rom an aniimperialis criicism, leis
exremiss are no marginalized as much as he oher wo groups. This group's orm o ani
Semiism nds expression in anilsrael aiudes, which are becoming more and more com
87
Mikael Tossavainen, /e| fo/ne/aoe /a|e| - ^n|/sem/|/sm c/ano a/ace/ oc/ m0s//me/ / 5.e//ge /o/fa||a/e (Sockholm, Sven
ska Kommien Mo Anisemiism, 2004), in Swedish wih an Lnglish absrac, o. c/|., Noe 86, Whine, o. c/|., Noe 84,
lganski and Kosmin, o. c/|., Noe 84, Rabinovici, Speck, Sznaider, o. c/|., Noe 85, Sephen Roh lnsiue or he Sudy
o Conemporary AniSemiism and Racism, o. c/|., Noe 86, Luropean Monioring Cener on Racism and Xenophobia,
pp. 22!22J
monly held. An anilsrael posiion, even i i quesions he righ o he exisence o he Sae
o lsrael, is oen no seen as aniSemiic. AniZionism is oen acceped and hereore hose
advocaing agains lsrael rom he le specrum o poliical aciviss are more able o inuence
mainsream sociey.
88
Lducaional measures here should be direced a developing improved awareness o Middle Las
hisory and he evens leading up o he curren sae o he conic. Conspiracy heories and he
hisory o he socalled !ewish conspiracy o ake over he world should also be addressed.
MajoriIy 5ocieIies
Public percepion o he new aniSemiism is shaped primarily by violen incidens involving mi
noriies or incidens o violence and errorism, which are seen as a hrea o he inernal securiy
in cerain regions. AniSemiism is rs and oremos a problem among socieies overall, no
only on he periphery, bu in he hear o socieies.
89
Lducaional inervenions should hereore
be relevan or socieies in general aniSemiism is no specically a youh problem. The public
climae o majoriy socieies deermines he limis o he scope o acion or exremis groups,
and i is also exremely relevan o he everyday lie o !ews living in he region.
l is imporan or educaional programmes o acknowledge ha subler orms o aniSemiism,
in paricular aniSemiic criicisms o lsrael, are no expressed solely by individuals whose mo
ivaions are acually and explicily aniSemiic. As such orms o aniSemiism become more
acceped ino mainsream public opinion, or some individuals, aniSemiism is perhaps he
resul, bu no he inen, o heir saemens. One migh speak here o he spread o aniSemi
ism wihou aniSemies. l is also imporan or educaional programmes o recognize ha.
The gh agains aniSemiism should no be delegaed solely o !ewish organizaions or com
muniies since he primary responsibiliy or combaing aniSemiism lies wih majoriy socieies
hemselves. lurhermore, majoriy socieies should promoe solidariy and suppor or !ews and
!ewish organizaions in heir diversiy, as hey are direcly impaced by he curren siuaion.
Regardless o he roos o aniSemiism, socieies should comba his phenomenon unequivo
cally. The necessiy o his gh should serve as an occasion or criical selreecion among he
majoriy sociey, especially whenever a discriminaed minoriy employs aniSemiism agains
!ews as anoher discriminaed minoriy.
88
Andrei Markovis, Luropean AniAmericanism and AniSemiism: Similariies and Dierences, in |os| /o/oca0s| ano
0oa/sm, !erusalem Cener or Public Aairs, !anuary !, 2004, hp://www.jcpa.org/phas/phas!6.hm, o. c/|., Noe 84,
lganski and Kosmin, o. c/|., Noe 85, Sephen Roh lnsiue or he Sudy o Conemporary AniSemiism and Racism,
o. c/|., Noe 86, Luropean Monioring Cener on Racism and Xenophobia, pp. 2!922!.
89
See an analysis on Germany in Wilhelm leimeyer (ed.), /e0|sc/e 0s|anoe, lolge J (lrankur am Mein, 2004). Also see polls
on several OSCL counries rom he AniDeamaion League (2002) a hp://www.adl.org/PresRele/ASln_!J/4!85_!J.asp
and rom he American !ewish Commiee (2005) a hp://www.ajc.org/lnTheMedia/PubSurveys.asp?did~!589.
175
ConcIusions
ln ligh o he exising siuaion o dieren poliical, social, culural, ehnic and
religious groups wihin he socieies o he OSCL, i is impossible o develop
one single educaional programme o be oered as a universal remedy or
all groups wih respec o moives or, and maniesaions o, aniSemiism.
lnsead, educaional programmes o comba aniSemiism should be ailored
o counryspecic acors such as he individual hisory and recepion o ani
Semiism, as well as he dieren orms o conemporary aniSemiism ound in
each counry.
l is recommended ha an inernaional exchange o educaional conceps o
comba aniSemiism ake place. Such a discussion could serve o inspire all
sides while sharpening selundersanding hrough a change in perspecive.
Local educaional conexs are highly dependen on educaors' compeence.
Since o dae very lile aenion has been given o educaion o comba
conemporary aniSemiism, urher research in his area is needed.
The challenges posed by new orms o aniSemiism illusrae he limis o lolocaus educaion
as he only educaional response. Teaching hisory alone is no longer enough o conron dier
en orms o aniSemiism in a globalized world.
Conspiracy 1heories
AniSemiism diers rom oher orms o discriminaion and resenmen because i is direced
a a group reproached or is race, religion, and culure, ye no (or no always) dened as
inerior. According o aniSemiic ideologies, !ews supposedly exercise a special, or more spe
cically, evil, power. ln he archaic and discredied aniSemiic images o he !ews as being
responsible or he murder o !esus Chris, hey are seen o have been graned a monsrous
power: namely, he power o kill God, he highes being o all. The ac ha his noion has been
ormally rejeced by he Caholic Church is imporan.
Mois o he !ews' evil or dangerous power and machinaions appear hroughou he spec
rum o aniSemiism. Conspiracy heories presen aniSemiism in a secular orm. They ell o
hidden agendas and evil powers and are easily linked wih aniSemiic inerpreaions o he
world, even when hey explicily avoid or do no inend o express aniSemiism. This happens
or example when he lsraeli Governmen is accused o ruling he world by inuencing world
poliics, especially he US Governmen. The populariy o conspiracy heories is hus a cenral
acor o be addressed in educaion combaing aniSemiism.
The noorious orgery known as he Proocols o he Learned Llders o Zion employs paricu
larly disdainul mois o he he !ews possessing special powers and evil hidden agendas.
A malevolen series o lies, he Proocols supposedly documen he !ewish conspiracy o ake
over he world. According o he Proocols, he !ews' supposed goal is o desroy or enslave
each naion in which hey live. Consequenly, he legiimae response o his supposed !ewish
aack includes he use o exreme violence as a orm o seldeence. This kind o conspiracy
heory argumenaion is used o legiimize and propagae an aniSemiism aimed a exermina
ion. The lies o a supposed conspiracy o ake over he world have played a cenral role wihin
righwing exremis groups since heir incepion, and hey coninue o do so oday. The claim
o a supposed !ewish conspiracy o dominae he world is also a prevalen elemen o exremis
lslamis propaganda. Disseminaed hrough media inuenced by poliical lslamiss, his claim is
also spread hroughou pars o Muslim communiies in several counries.
4. Supplemening lolocaus Lducaion in Response o New lorms
o AniSemiism
177
Conspiracy heories, like aniSemiic aiudes in general, are also widespread hroughou soci
ey. This was seen in he spread o aniSemiic conspiracy heories in he wake o he erroris
aacks o !! Sepember 200!. One such heory alsely claimed ha all o he !ews who worked
in he World Trade Cener in New York were warned in advance o he aacks and did no go o
work on !! Sepember. Conspiracy heories among he poliical le, in Lurope and elsewhere,
couple aniAmerican mois wih an ideological view o lsrael as he Unied Saes' oupos in
he Middle Las or see he wo conspiring hrough nancial markes and in globalizaion. These
heories nd resonance in many socieies and hus inuence public opinion.
The conen o popular conspiracy heories poins o an unbroken, easily reacivaed, and adap
able sock o aniSemiic images. A closer look a heir conen also reveals ha aniSemiic
ideologues o dieren shades are inuencing hese heories. lor educaors, undersanding he
uncion o individual learners' conspiraorial imaginaion is very imporan, a he same ime,
he problemaic claims o conspiracy heories should always be clearly addressed in he learning
environmen. Some orms o conspiracy heories and reducionis explanaions o he world,
such as hose winessed in pars o he aniglobalizaion movemen, also express he desire or
poliical empowermen and a beer world. Civic educaion should be implemened in order o
raise awareness in his respec.
A he roo o many conspiracy heories lie angsridden ears, he inabiliy o undersand larger
evens, and a sense ha hings are ou o conrol. Lxamples o such evens could be he rela
ionship beween economic and social srucures, he global disribuion o power or wealh,
crises such as he !! Sepember aacks, or naural caasrophes such as earhquakes or he
sunami in Las Asia a he end o 2004. Psychologically, suscepibiliy o conspiracy heories is
also inerpreed as an aemp o regain conrol over a realiy ha dees undersanding and is
hus a source o ear. Conspiracy heories are paricularly aracive o youh seeking o esablish
heir individualiy and heir own view or inerpreaion o he world.
Sensiizing learners o he popular logic o conspiracy heories is a way o immunizing hem
agains simplisic goodversusevil images o he world and belies in exernal conrol. A group
o educaors in Germany has developed a mehod aimed a hese resuls or use in a seminar.
The seminar develops learners' awareness o he populariy o conspiracy heories by exposing
heir abiliy o saisy emoional needs, deliver simple explanaions o he world, and he way in
which hey lach on o a sock supply o nemesis images.
SupplemehIihg HolocausI EducaIioh ih Respohse Io New Forms o! AhIi-SemiIism
FnacIing Ihe irIh o! Conspiracy 1heories - ModuIe !or Non-RacisI
FducaIion (1rade Union FducaIionaI InsIiIuIion, 1huringia)
This aciviy, par o a programme developed or nonschool educaion or rade
unions, is organized as a compeiion beween several groups o see which
group can creae he mos plausible conspiracy heory. A jury is creaed o
decide on he crieria or demonsraing imaginaion in developing a conspiracy.
A he same ime, smaller groups work on developing conspiracy heories. One
observer is assigned o each group o documen how he heory is creaed
and he behaviour o hose wriing he heory. Once developed, each heory
is argued by is auhors /n /en0m and key quesions are discussed. The jury
hen evaluaes each presenaion. Observers give deails on he origins and
developmen o each heory. This deour should allow paricipans o develop
crieria or a successul conspiracy heory. Paricipans learn o ideniy hose
acors ha make conspiracy heories believable and aracive.
The opic o racism, as well as he process o mainsreaming racism, is a he
core o he whole programme. Paricipans are asked o review heir own
conceps and monior heir own seminars or he expression o racism. ln
addiion o large amouns o maerial or aniracism educaion, he module
includes a 60page secion ocusing on nonschool educaion o comba ani
Semiism among youh and aduls. The goal is o develop an aniSemiism
mainsreaming process as well.
The premise o his concep assers ha a undamenal engagemen wih
quesions o poliical economy and social organizaion should accompany
inormaion regarding hisorical aniSemiic images o !ews as he enemy.
Doing so can preven aniSemiic ideologies and explanaions o he world
rom aking roo. The maerials developed or an analysis o basic social
srucures and he maerials or aniSemiism specically (conroning ani
Semiic jokes and views o !ews as he enemy, he German debae on he
Middle Las conic, conspiracy heories and he !ewish experience o ani
Semiism) can be downloaded rom he lnerne a hp://bausein.dgbbw.de.
AniSemiic propaganda videos and he lnerne in paricular are major acors in he spread
o conspiracy heories. 8oh adolescens and aduls can lack he abiliy o judge he qualiy o
inormaion received, especially wih respec o he lnerne. l is hereore imporan or su
dens, and also heir parens and eachers, o develop he abiliy o use media in a criical and
proper way.
179
ConcIusions
Globalizaion has promped an increased need or new ways o explaining
he world. Conspiracy heories respond o his need. To preven ani
Semiic conspiracy heories rom lling his role, civic educaion should be
srenghened.
An educaional response should work wih he ears underlying conspiracyheory explanaions,
conribue o a realiybased orienaion in he world, aciliae social paricipaion, develop he
abiliy o use media, ideniy and name aniSemiic ideologies, and help learners undersand
he ascinaion or conspiracy heories so ha hey may be overcome.
GIobaIized AnIi-5emiIism in Ihe MiddIe FasI ConicI
A key dynamic ha has emerged rom he globalized choosing o sides in regional conics
and in percepions o he Middle Las conic marks conemporary aniSemiism. lgnorance,
an uninended reliance on aniSemiic radiions, and he impac o argeed, propagandisic
misinormaion have all shaped perspecives on he conic. 8road secors o majoriy socieies
in many counries view !ews in heir own naions as eiher non or only parial members o heir
naional communiies and dene !ews as belonging insead o lsrael.
90
!ews in oher pars o he
world are hus coninually held responsible or he policies o he Sae o lsrael and condemned
or is acions.
Oen, criicism o lsrael uses aniSemiic sereoypes, such as !ews have oo much inuence on
world evens
9!
or are shored up by reerences o he rheoric o aboo, he sense ha criicizing
lsrael is orbidden. Cerainly, poliical criicism o lsrael is legiimae. Ye, his is no he poin o
much criicism aimed a lsrael. There are recognizable crieria disinguishing legiimae poliical
criicism rom aniSemiicinused criicism: criicism o lsrael is aniSemiic when i resuls in
demonizing lsrael, or example by comparisons o lsraeli policies owards Palesinians wih he
persecuion o !ews in he Third Reich or by accusing lsrael o inuencing world poliics o heir
own advanage and hreaening world peace. A second crierion poins o he applicaion o
a double sandard or delegiimizes lsrael's righ o exis. Lducaional inervenions should be
clear abou he sources and moivaions underlying hese aniSemiic criicisms o lsrael.
lor some Muslims in OSCL counries, a negaive image o lsrael can be he resul o he inuence
o lslamis ideology. The image o lsrael as he !ewish aggressor in he conex o he Middle
Las conic provides he mainsream populaion in counries implicaed in he lolocaus wih
a way ou rom he burden o guil: exoneraion or he murder o !ews in Lurope. This view
essenially reverses he roles and sees lsraelis as perperaors raher han vicims. As a !ewish
sae, lsrael is caegorically rejeced wihin he righwing exremis scene. The negaive image
o lsrael in broad secors o socieies provides righwing exremis propaganda wih numerous
90
See hp://www.adl.org/PresRele/ASln_!J/4!85_!J.asp.
9!
See hp://www.ajc.org/lnTheMedia/PubSurveys.asp?did~!589, Quesion !2.
opporuniies o ener accepable discourse. A he leis end o he poliical specrum, on he
oher hand, posiions are characerized by an aniimperialis discourse and he seemingly mor
ally superior suppor or he apparenly weaker side. These posiions may no be explicily ani
Semiic, bu oen here is a lack o openness or selcriicism ha asks wheher he criicisms o
lsrael or humanrighs violaions or is poliical acions are proporionae and no more virulen
han hose direced agains oher saes or comparable acions. There are also moreaggressive
orms, such as he demonizaion o lsrael in aniimperialis world views.
The mois and background o his new aniSemiism are diverse in heir roos. Poliical ls
lamiss and righwing exremiss are limied in heir abiliy o orm an ideological alliance.
Wihin learning groups, however, siuaional alliances can orm around aniSemiic criicisms o
lsrael and cause an aniSemiic amosphere. Once learners begin auning anilsraeli or ani
Semiic aiudes, doing so can become a shared code or individuals who oherwise nd no
common ground, i renders agreemen over conen unnecessary. AniSemiic deamaion o
lsrael has a wide variey o sources. Precisely because o his, leaving deamaion unchallenged
and hereore oleraed wihin he learning environmen creaes a climae in which oher orms
o aniSemiism can germinae.
Lducaors should diereniae beween hese various inuences and address hem individually.
lor educaors, his means addressing learners' personal moivaions or aniSemiic saemens,
developing abiliies o use media, and eaching acual knowledge o he Middle Las conic.
Lducaion should aim o overcome he dichoomous represenaions o lsraelis and Palesinians,
as seen in he seminars augh by Dr. Xavier Torrens a he Universiy o 8arcelona.
FducaIion on Ihe New AnIi-5emiIism
Dr. Xavier 1orrens, UniversiIy o! arceIona, 5pain
Developing educaion on he opic o new aniSemiism a Spanish universiies
aces he ollowing challenges: currenly, here is no educaion in Spain
specically on !udeophobia, he lolocaus, or !udaism, many Spaniards have
a very negaive view o lsrael and erroneously presume ha aniSemiism does
no exis in Spain. ln order o be eecive agains his backdrop, his educaion
programme consiss o hree courses aimed a developing undersanding in Spain
o he new aniSemiism as well as o !ewish culure. While he hree courses
build upon each oher, hey can be aended independenly o one anoher.
1he DeveIopmenI o! AnIi-5emiIism and Ihe HoIocausI
This course explores he developmen o !udeophobia in Lurope o learn abou
exising ani!ewish sereoypes and how hey are expressed. The lolocaus is
also analysed.
1he New AnIi-5emiIism and Ihe Arab-IsraeIi ConicI
The course begins wih sudens describing how hey perceive he Arablsraeli
conic. Several sereoypes ypically arise during his discussion. Paricipans'
181
quesions orm he basis o he res o he course, which is conceived as a series
o ineracive seps. Course conen is developed and learned no hrough
passive consumpion bu raher via criical reecion and acive paricipaion.
The image o lsrael in Spain is in general no very posiive, due largely o
srong public suppor or he Palesinians, which is oen accompanied by
a disproporionae criicism o lsrael. A widespread view holds ha he conic
is one beween he Good (Palesinians) and he 8ad (lsraelis). To break
his percepion, he course reas boh lsraeli and Palesinian perspecives in
a balanced manner. lor example, when exploring he issue o reugees, boh
he hisory o Palesinian reugees and he hisory o !ewish reugees in he
Arab world are discussed. Sudens hus develop an undersanding o he
complexiy o he Arablsraeli conic.
Criical analysis o currenly acceped argumens is achieved by exploring he
pas. Today's sigmaizaion o !ews is examined by comparing i o ha o
oher eras. Lxamples discussed include aniSemiism in he Middle Ages, when
!ews were accused o poisoning Chris, Naional Socialis aniSemiism, which
accused !ews o poisoning German civilizaion, and he new aniSemiism,
which accuses lsrael o having poisoned Yasser Araa.
During he seminar, acs are provided by he insrucor, and a dossier
conaining ex, graphics, maps, and a bibliography is disribued. Sudens
compare picures and caricaures rom Naional Socialism o hose seen
in recen publicaions in order o explain he new aniSemiism. The
conemporary anilsrael discourse in he media is also criically analysed.
Documenary and eaure lms such as The Long Way lome or Amos Giai
lms are also shown. 8y accessing sudens' emoions, lms help moivae and
creae an improved undersanding o problems resuling rom aniSemiism.
Jewish CuIIure
This course ocuses on !udaism and he !ewish conribuion o he hisory o
culural developmen. Posiive images o !ews and !ewish culure have been,
unil now, largely absen in Spain.
The eedback rom anonymous suden evaluaions has been highly posiive
and ied o saemens showing an improved undersanding o curren ani
Semiism. Sudens, wheher hey aended one or all courses, noiceably
improved heir sensibiliy owards, and knowledge o, !ews and !udaism.
The courses are oered by Dr. Xavier Torrens, Proessor o Poliical Science a
he Universiy o 8arcelona, and are open o all sudens.
Dr. Xavier Torrens, Universiy o 8arcelona, Spain, email: xavierorrens_ub.edu
ln addiion o preparing educaional maerials or ohers, educaors should hemselves address he
Middle Las conic. ln order o do his, hey should rs develop heir own inormed viewo he com
plex siuaion in he Middle Las. No all o he educaional maerials on he Middle Las conic pro
vide a horough conex or he conic. Wihou his conex, biased represenaions and he inu
ence o propaganda are dicul o overcome. An evaluaion o educaional maerials on his subjec
is required o ensure ha hey do no aciliae onesided views. The German organizaion Kreuzberg
Acion Group Agains AniSemiism has developed a reenacmen scenario o each paricipans a
diereniaed represenaion o he conic ha includes inernaional and Arab ineress.
Kreuzberg AcIion Group AgainsI AnIi-5emiIism
RoIe-PIaying and ReecIion on Ihe FoundaIion o! Ihe 5IaIe o! IsraeI
The Kreuzberg Acion Group Agains AniSemiism grew rom an even
organized in response o he 200J aacks on synagogues in lsanbul. The even
was organized by an acion group or immigrans and oher people rom
he neighbourhood aimed a combaing aniSemiism in 8erlin. The 8erlin
disric o Kreuzberg is shaped o a large exen by immigrans rom Turkey
and Arab counries. Approximaely JJ per cen o hose living in Kreuzberg
do no have German ciizenship. Only a racion o hese 47,000 people are
rom an LU member sae. The acion group works primarily in he Kobusser
Tor neighbourhood where over 60 per cen o he populaion are immigrans.
The disric o Kreuzberg has he highes unemploymen rae in 8erlin (29.7 per
cen). Some 28.! per cen live under he povery level, and J6.6 per cen have
eiher no or incomplee vocaional raining.
Members o he acion group include Germans and nonGermans working wih
youh or in schools, as well as local residens, all o whom regularly winess
open aniSemiism and hared owards lsrael, expressed paricularly by youh
in Kreuzberg. The acion group ocuses on educaing youh aged !52J in he
orm o workshops a schools and youh cenres. Aemps are made o discuss
he workshops beorehand wih eachers or social workers so as o ailor hem
o he specic groups and also o aciliae parenal paricipaion. All aciviies
are aimed a combaing he specrum o conemporary maniesaions o ani
Semiism ound paricularly in Kreuzberg or oher similar 8erlin disrics. lared
owards lsrael and conspiracy heories are he primary orms winessed.
To his dae, workshop hemes have included conspiracy heories, he oundaion
o he Sae o lsrael, conerences wih eyewinesses o Naional Socialism, local
hisory, aniSemiic caricaures in he press, vicim rivalry, and suicide aacks.
The acion group's public evens draw aenion o boh aniSemiism and
exremis lslamism as problems ha should rs be acknowledged. This kind o
grassroos poliical aciviy, combined wih research on he condiions o ani
Semiism, provides solid ooing or eecive educaional pracice.
183
The woday workshop on he oundaion o he Sae o lsrael is designed or
young people aged !5J0 and begins wih an ineracive quiz on lsrael and
is inhabians. During he answer period, paricipans' quesions become he
ocus, and discussion is aciliaed. The primary issues addressed here are he
culural makeup o lsrael's populaion (Who is a !ew? Who is an lsraeli?) and he
various moivaions or immigraion o lsrael. The ailure o social emancipaion
or !ews in Lurope owards he end o he !9h cenury and Zionism as a !ewish
naional movemen in response o Luropean aniSemiism are also discussed.
lollowing his discussion, paricipans divide up ino small groups and learn
abou he siuaion in Palesine prior o !947 wih he help o a background
paper. The groups hen presen he key evens leading up o and during !947
and various posiions on he esablishmen o he Sae o lsrael. Lquipped
wih his background inormaion, he paricipans hen ake on dieren
roles o be played in a cional conerence aimed a resolving he conic.
Paricipans work ogeher in small groups preparing sraegies and argumens
or heir roles in he conerence, roleplaying cards are provided o aciliae
his process. Acors presen include: he Nashashibi Clan, he Allusseini Clan,
Zionis ollowers o 8en Gurion, revisionis Zioniss, he King o !ordan, he King
o Lgyp, and Grea 8riain. There are also reporers, who observe and laer
repor on he conerence. The cional conerence is conduced wih Grea
8riain presiding over he proceedings. The conerence is inerruped by a break
in which sraegic alliances can be esablished. l and when he discussion
runs o rack, even cards, e.g., Reugee boa sranded or 8omb aack in
!erusalem, can be used o reinvigorae or rein in he discussion. lollowing his,
paricipans reec upon heir roles by evaluaing he scenario. They answer he
ollowing quesions: low did l eel? Was his role dicul/easy or me o play?
Why? Did l change my perspecive (parially)? lollowing he reenacmen,
paricipans are inormed o he acual sequence o evens unil !949, hrough
a ex, which is hen discussed. Acual lines o conic are hen compared wih
hose in he reenacmen and discussed. linally, paricipans develop heir own
individual desired soluion or he !947 conic and discuss heir ideas.
Through his reenacmen, paricipans learn abou a decisive period in hisory,
he oundaions o he conic beween lsrael and Palesine, and he relaionship
o he conic o aniSemiic aiudes. They acquire an undersanding o he
specrum o posiions ound among Zioniss, Palesinians, and Arab counries
and learn o recognize ha a wide variey o views and ineress exis wihin
each o hese groups hemselves. Lven decidedly proPalesinian paricipans o
Palesinian descen have been able o develop an undersanding or he Zionis
poin o view and have been able o ormulae heir own argumens in avour o
he Zionis posiion. 8y quesioning he aniSemiic myh o he oundaion o
he Sae o lsrael as being imposed by he Wes, his aciviy allows or a view
o lsrael's birh ha is no shaped by resenmen.
hp://www.kigaberlin.org
ConcIusions
The global discussion on he Middle Las conic can be a source o ani
Semiism. The supply o acual inormaion on he subjec and is hisory
should be ensured. This includes he hisory o he ounding o he Sae o
lsrael wihin he conex o he region's decolonizaion, he hisory o he
conic and he role o inernaional, including Arab, oreignpolicy ineress.
Curren maerials should be evaluaed or possible onesidedness.
RevivaI o! AnIi-5emiIic MoIi!s Re!erring Io ReIigion
Despie religious communiies' repudiaion o aniSemiism, aniSemiic mois persis. An ex
pressed hared owards !ews, which is moivaed by religious belies, also coninues. This is seen
in he reemergence o Chrisianbased ani!ewish images, which people in many counries
believed ha hey had overcome, and he increase o aniSemiism among cerain Muslim
acions. Largely quelled wihin he esablished churches, ani!ewish radiions have no disap
peared rom all expressions o Chrisianiy. lor example, Mel Gibson's lm, The Passion o he
Chris, which drew large audiences all over he world, is criicized by some or having revived
he Chrisian accusaion blaming !ews or he murder o !esus Chris. When such evens arise,
educaors are challenged o address he issue and raise learners' awareness.
lor various reasons, he imporance o religious ideniy is growing among members o he young
er generaion o nonChrisian immigrans and residens o many counries. The desire or religious
recogniion and equal righs is legiimae. Lducaors need adequae knowledge o lslam, more
urgenly, hey need knowledge o lslamis aciviies wihin heir sphere o inuence o preven
hem rom unwiingly cooperaing wih groups inuenced by exremislslamis ideologies. Youh
should also receive inormaion on he various religious currens wihin world religions. The hisory
o religion and he sociology o religion should be inegral pars o school educaion.
ConcIusions
Poliically uncionalized religious exremism should also be aken seriously as
a source o aniSemiism. Given he curren poliicizaion o spiriual issues,
he hisory and policies o individual religions should become subjecs o sudy.
Dieren maniesaions o individual religions should also be conroned wih
liberal religious rends, as well as secular and aheis conceps. Concepual
models should be developed or his subjec o sudy.
185
Lducaors have an imporan role o play in combaing aniSemiism. l canno, however, be
presumed ha hey are immune o aniSemiic houghs or inuences. ln order o qualiy hem
or he asks a hand, educaors need suppor in overcoming problems ha hey ace when
addressing he opic o aniSemiism. lurhermore, hey should criically analyse heir own a
iudes. The developmen and evaluaion o educaion programmes and maerials has ye o be
compleed. Coninuingeducaion courses or educaors should also play a key role.
When conroned wih aniSemiic saemens or behaviour on he par o heir learners, many
educaors respond helplessly or wih a lack o ineres. The reasons or hese responses are com
plex. Many repors sae ha educaors avoid conroning youh expressing aniSemiic views
ou o ear o aggression. Some educaors invoke argumens o aniracism and play down he
aniSemiic senimens ariculaed by youh rom immigran or minoriy backgrounds because
hey ear heir arge group will be sigmaized along racis lines. Oher educaors ail o recog
nize he seriousness o he siuaion because, or example, hey lack he necessary background
knowledge o righwing organizaions. Someimes hey lack he inerculural compeence
needed o accuraely assess saemens made by young people.
Lducaors should hus check heir own undersanding o hisory and he presen o see i heir
views exclude !ews as he oher. They should also quesion heir own emoional sance o
wards he siuaion in he Middle Las and esablish wheher i is based on subjecive ineress
or ou o concern or he siuaion isel.
To be prepared or ineracion wih learners on he issues discussed here, educaors need sound
background knowledge o he Middle Las conic, as well as knowledge o radiional and sec
ondary orms o aniSemiism. This means hey should also undersand lsraeli perspecives on
he Middle Las conic. ln addiion, educaors should be aware no only o he codes among
righwing exremis youh, bu also o he poenial inuence o lslamis currens wihin heir
sphere o inuence. ln he bale agains globalized orms o aniSemiism, educaors need o
develop heir abiliy o inerac wih people rom a variey o culures.
Schools are imporan in he gh agains aniSemiism. They have he advanage o providing ac
cess o nearly all youh or an exended period. Ye due o he hierarchical and nonvolunary sruc
ure o school learning, cooperaive eors beween schools and exracurricular aciviies, such as
social work projecs or local organizaions are recommended. Developing and expanding eamwork
among colleagues o various culural backgrounds is highly recommended, where possible.
Lducaion is undamenally abou esablishing relaionships. Lducaing is being a role model. As
his moo indicaes, he bes eachers are hose who respond honesly and challenge rom he
sar every orm o aniSemiism. No deailed lesson plan or eaching mehod can be a subsi
ue or he auhenic, commied demeanour o an educaor. Lvery educaional sraegy aimed
a combaing aniSemiism should hereore place primary imporance upon supporing edu
caors in heir own process o developmen. Youh are no he only arges o educaion. Adul
educaion is very imporan, paricularly or aduls who work as decisionmakers or eachers.
5. Lducae he Lducaors
EducaIe Ihe EducaIors
ConcIusions
AniSemiism should no be undersood as a problem among youh alone.
Coninuingeducaion programmes should arge aduls, oo, paricularly
educaors. Lducaors' sensiiviy o aniSemiism canno be presumed. The
developmen o a criical awareness o one's own possible prejudices and
problems in percepion are prerequisies o compeen educaional pracice.
Lducaors should hereore be suppored in developing heir own sance
agains aniSemiism, and hey should be rained o demonsrae i.
187
Lducaion programmes combaing aniSemiism should be eecive in prevenion, and hey
should also be responsive. They should help preven aniSemiic aiudes rom aking roo,
ye hey should also acknowledge ha aniSemiic senimens already exis among cerain
sudens o all ages. Lducaion programmes ha direcly address aniSemiism are hereore
necessary. Lducaion measures aimed a developing social compeencies or baling prejudices
in general coninue o be necessary. lowever, such measures are insucienly ailored o re
spond eecively o new, conemporary orms o aniSemiism.
Teachers should be capable no only o recognizing he specrum o aniSemiic mois among
heir sudens bu also o addressing he various dimensions o aniSemiism. Lxpers should
provide eachers wih he necessary background knowledge and eaching maerials o aid in
insrucion. Combaing aniSemiism is he ask o majoriy socieies, !ewish communiies and
organizaions should no carry he burden o his responsibiliy alone.
Key FIemenIs in FducaIion Io CombaI AnIi-5emiIism
!. Paricipaing Saes should denounce and conron any eors o relaivize or
alsiy accouns o he lolocaus.
2. Civic educaion provides sudens wih he ools o analyse global developmens
criically and o undersand how hese relae o heir dayoday realiy. To his
end, paricipaing Saes should underake eors o ensure ha civic educaion
is implemened early.
J. Recognizing ha aniSemiism is no a problem among youh alone,
educaional eors should arge aduls and especially proessional groups such
as educaors, journaliss, and police ocers.
4. Dieren aniSemiic mois require dieren educaional programmes.
lnernaional exchanges provide an opporuniy or educaors rom dieren
counries o share and accumulae a variey o eaching mehods ha can be
adaped o specic requiremens.
5. l is imporan o conduc research ino he causes o aniSemiism and o
evaluae educaion programmes ha are designed o comba aniSemiism.
Paricipaing Saes should consider hese o be prioriy areas.
lll. Recommendaions
6. Lducaion programmes ha respond explicily o he various orms o
conemporary aniSemiism should be esablished.
7. Coninuingeducaion programmes should arge educaors, as heir sensiiviy
o aniSemiism canno be presumed. Developing a criical awareness o one's
own prejudices and problems in percepion are prerequisies o compeen
educaional pracice.
8. l is imporan ha he OSCL and oher inernaional bodies, including he
Unied Naions, he Luropean Union, he Council o Lurope and he lTl work
ogeher o gain insighs ino he conemporary naure o all orms o ani
Semiism and o aciliae projecs ha help comba hem.
5uppIemenIing HoIocausI FducaIion wiIh FducaIion CombaIing New Forms o! AnIi-
5emiIism
9. Where implemenaion o lolocaus educaion has been weak, i should be
rmly anchored wihin he school curricula hroughou he OSCL region. To
eecively comba secondary orms o aniSemiism, lolocaus educaion
should conron poslolocaus hisory, e.g., he persisence o aniSemiism,
reparaion demands, and he poliics o memory isel.
!0. lolocaus educaion should no be used as a saring poin or humanrighs or
olerance educaion. To reec on he lolocaus can be a valuable conribuion
o educaion abou prejudices, discriminaion, xenophobia, racism, and ani
Semiism, hough his general approach does no necessarily lead o a beer
undersanding o he lolocaus, and olerance or humanrighs educaion
should no ocus on one o he wors crimes agains humaniy. l is necessary o
make a disincion beween lolocaus educaion and humanrighs educaion.
The lolocaus should be sudied wihin a hisorical ramework beore
being discussed in any more general humanrighs conex. lumanrighs
educaion ha ails o place he lolocaus in is proper conex runs he risk o
uncionalizing and relaivizing he lolocaus.
!!. Lducaors should bear in mind heir local social and culural conex in order
o develop programmes o relevance o sudens. ln his way, educaors can
address oher humanrighs abuses and conexualize hem appropriaely.
!2. Lducaion programmes should keep up wih an increasingly universalized
undersanding o hisory by eaching specic hisories, e.g., he hisory o
groups, counries, and regions o relevance o he lolocaus. The hisory o he
lolocaus should be reaed as he key issue in he area o lolocaus educaion.
While he lolocaus can be used as a means or eaching abou cerain
humanrighs abuses, broader humanrighs educaion should be conduced in
addiion o, and beyond, issues relaed o he lolocaus.
189
!J. lolocaus educaion should avoid promoing a percepion o !ews as vicims
only. Lessons on he lolocaus should hereore be inegraed ino he eaching
o conemporary and hisorical !ewish culure and lie or he hisory o !ewish
resisance during he lolocaus.
!4. New orms o aniSemiism canno be sucienly addressed by lolocaus
educaion alone. The hisory o he lolocaus is only one aspec o
conemporary aniSemiic discourse. Conemporary aniSemiism mus
hereore be acknowledged as an issue in and o isel.
!5. The lolocaus should no only be reaed as a subchaper o World War ll
hisory as i i occurred only because o he conex o he war. l requires
explici reamen as an issue in and o isel. lolocaus educaion should
hereore each ha aniSemiism was a cenral aspec o Naional Socialis
ideology.
!6. Globalizaion has promped a pressing need or new means o explaining he
world, o which conspiracy heories respond eecively, since hey give simple
answers and explanaions. 8ecause conspiracy heories and aniSemiism eed
o o each oher, civic educaion should be oried o break his vicious circle.
!7. The global discussion on he Middle Las conic can lead o expressions and
maniesaions o aniSemiism. Given he heaed debaes relaed o his opic,
he supply o acual inormaion on he conic should be improved. Curren
maerials should be evaluaed or possible onesidedness beore hey are o be
recommended.
RecommehdaIiohs
191
!. Wha ocial direcives rom governmen minisries and/or local auhoriies
regarding he eaching o he lolocaus exis in your counry? Please aach
hese direcives o your answer.
2. l he lolocaus is no a mandaory subjec, wha percenage o schools choose
o each abou he lolocaus?
J. low is he lolocaus dened?
4. ls he lolocaus augh as a subjec in is own righ, or as par o a broader
opic? Lxplain he reasoning behind his decision.
5. A wha age(s) do young people learn abou he lolocaus in schools? Do
sudens encouner he lolocaus in schools more han once? Please give deails.
6. low many hours are allocaed o eaching and learning abou he lolocaus in
schools?
7. ln wha areas o sudy (hisory, lieraure, sociology, heology) is he lolocaus
augh? ln each case, briey ouline he raionale or eaching he lolocaus in
his paricular subjec area.
8. a) Wha hisorical, pedagogical and didacic raining is provided
o eachers o he lolocaus a eiher he universiy level or he proessional
developmen level in your counry?
b) low many eacherraining sessions are held each year, and how many
eachers are involved?
c) Wha unding is available or raining in he eaching o he lolocaus
in your counry?
9. las your counry insiued a naional lolocaus Memorial Day? l so, in which
ways is his day marked and commemoraed? Wha diculies have you encoun
ered in esablishing his day o remembrance in he naional consciousness?
Annexes
Annex !
Quesionnaire o he OSCL Paricipaing Saes in he lramework
o he Projec 'Lducaion on he lolocaus and AniSemiism
in he OSCL Area'
!0. las your counry esablished a naional lolocaus memorial and/or museum?
low many sudens visi his memorial/museum each year?
!!. Please esimae he percenage o sudens in your counry who visi auhenic
sies, and lis hree primary sources o unding available in your counry or
visis o auhenic sies.
!2. Wha are he hree major exbooks used in eaching he lolocaus in your
counry? low many pages do your school exbooks allocae o he lolocaus,
and on which aspecs do hey ocus?
!J. Wha sraegies o diereniaion are ypically used o make he sudy o he
lolocaus accessible o sudens o dieren ages and wih dieren learning
needs?
!4. low ar and in wha ways is your counrys own naional hisory inegraed ino
he eaching o he lolocaus?
!5. Wha are he hree major obsacles o eaching and learning abou he
lolocaus in your counry?
!6. Are he experiences o dieren vicim groups o he exerminaion or
persecuion policy o he Naional Socialiss also menioned in lolocaus
educaion (or example, Roma and Sini, !ehovah's Winesses, he disabled,
homosexuals, poliical prisoners)?

193
The members o he Task lorce are commied o he Declaraion o he Sockholm lnernaional
lorum on he lolocaus, which reads as ollows:
!. 1he HoIocausI (5hoah) !undamenIaIIy challenged he oundaions o
civilizaion. The unprecedened characer o he lolocaus will always hold
universal meaning. Aer hal a cenury, i remains an even close enough in
ime ha survivors can sill bear winess o he horrors ha enguled he !ewish
people. The errible suering o he many millions o oher vicims o he Nazis
has le an indelible scar across Lurope as well.
2. 1he magniIude o! Ihe HoIocausI, planned and carried ou by he Nazis,
mus be orever seared in our collecive memory. The seless sacrices o
hose who deed he Nazis, and someimes gave heir own lives o proec or
rescue he lolocaus's vicims, mus also be inscribed in our hears. The dephs
o ha horror, and he heighs o heir heroism, can be ouchsones in our
undersanding o he human capaciy or evil and or good.
J. WiIh humaniIy sIiII scarred by genocide, ehnic cleansing, racism, ani
Semiism and xenophobia, he inernaional communiy shares a solemn
responsibiliy o gh hose evils. Togeher we mus uphold he errible ruh o he
lolocaus agains hose who deny i. We mus srenghen he moral commimen
o our peoples, and he poliical commimen o our governmens, o ensure ha
uure generaions can undersand he causes o he lolocaus and reec upon is
consequences.
4. We pIedge Io sIrengIhen our eors o promoe educaion, remembrance
and research abou he lolocaus, boh in hose o our counries ha have
already done much and hose ha choose o join his eor.
5. We share a commiImenI o encourage he sudy o he lolocaus in all is
dimensions. We will promoe educaion abou he lolocaus in our schools and
universiies, in our communiies and encourage i in oher insiuions.
6. We share a commiImenI o commemorae he vicims o he lolocaus and
o honour hose who sood agains i. We will encourage appropriae orms o
lolocaus remembrance, including an annual Day o lolocaus Remembrance,
in our counries.
7. We share a commiImenI o hrow ligh on he sill obscured shadows o he
lolocaus. We will ake all necessary seps o aciliae he opening o archives
in order o ensure ha all documens bearing on he lolocaus are available o
researchers.
8. II is appropriaIe ha his, he rs major inernaional conerence o he
new millennium, declares is commimen o plan he seeds o a beer uure
amids he soil o a bier pas. We empahize wih he vicims' suering and
draw inspiraion rom heir sruggle. Our commimen mus be o remember
he vicims who perished, respec he survivors sill wih us, and rearm
humaniy's common aspiraion or muual undersanding and jusice.
Annex 2
Declaraion o he Sockholm lnernaional lorum on he lolocaus
2628 !anuary 2000
194
uIgarian Chairmanship
1he Chairman-in-O!hce
Disinguished delegaes,
Le me sum up he proceedings o his Conerence in wha l would like o call
"erIin DecIaraIion".
8ased on consulaions l conclude ha OSCL paricipaing Saes,
Rearming he Universal Declaraion on luman Righs, which proclaims ha everyone is en
iled o all he righs and reedoms se orh herein, wihou disincion o any kind, such as
race, religion or oher saus,
Recalling ha Aricle !8 o he Universal Declaraion on luman Righs and Aricle !8 o he
lnernaional Covenan on Civil and Poliical Righs sae ha everyone has he righ o reedom
o hough, conscience and religion,
Recalling also he decisions o he OSCL Miniserial Councils a Poro and Maasrich, as well as pre
vious decisions and documens, and commiing ourselves o inensiy eors o comba aniSemi
ism in all is maniesaions and o promoe and srenghen olerance and nondiscriminaion,
Recognizing ha aniSemiism, ollowing is mos devasaing maniesaion during he lolo
caus, has assumed new orms and expressions, which, along wih oher orms o inolerance,
pose a hrea o democracy, he values o civilizaion and, hereore, o overall securiy in he
OSCL region and beyond,
Concerned in paricular ha his hosiliy oward !ews as individuals or collecively on racial,
social, and/or religious grounds, has maniesed isel in verbal and physical aacks and in he
desecraion o synagogues and cemeeries,
!. Condemn wihou reserve all maniesaions o aniSemiism, and all oher acs
o inolerance, inciemen, harassmen or violence agains persons or communiies
based on ehnic origin or religious belie, wherever hey occur,
2. Also condemn all aacks moivaed by aniSemiism or by any oher orms o
religious or racial hared or inolerance, including aacks agains synagogues and
oher religious places, sies and shrines,
J. Declare unambiguously ha inernaional developmens or poliical issues, including
hose in lsrael or elsewhere in he Middle Las, never jusiy aniSemiism,
Annex J
Declaraion o he 8erlin Conerence on AniSemiism
29 April 2004
195
ln addiion, l noe ha he Maasrich Miniserial Council in is Decision on Tolerance and Non
Discriminaion, asked he Permanen Council o urher discuss ways and means o increasing
he eors o he OSCL and he paricipaing Saes or he promoion o olerance and nondis
criminaion in all elds. ln ligh o his Miniserial Decision, l welcome he April 22 Permanen
Council Decision on Combaing AniSemiism and, in accordance wih ha Decision, incorpo
rae i ino his Declaraion.
!. The OSCL paricipaing Saes commi o:
Srive o ensure ha heir legal sysems oser a sae environmen ree rom ani
Semiic harassmen, violence or discriminaion in all elds o lie,
Promoe, as appropriae, educaional programmes or combaing aniSemiism,
Promoe remembrance o and, as appropriae, educaion abou he ragedy o
he lolocaus, and he imporance o respec or all ehnic and religious groups,
Comba hae crimes, which can be uelled by racis, xenophobic and ani
Semiic propaganda in he media and on he lnerne,
Lncourage and suppor inernaional organizaion and NGO eors in hese
areas,
Collec and mainain reliable inormaion and saisics abou aniSemiic
crimes, and oher hae crimes, commied wihin heir erriory, repor such
inormaion periodically o he OSCL Oce or Democraic lnsiuions and
luman Righs (ODllR), and make his inormaion available o he public,
Lndeavour o provide he ODllR wih he appropriae resources o accomplish
he asks agreed upon in he Maasrich Miniserial Decision on Tolerance and
NonDiscriminaion,
Work wih he OSCL Parliamenary Assembly o deermine appropriae ways o
review periodically he problem o aniSemiism,
Lncourage developmen o inormal exchanges among expers in appropriae
ora on bes pracices and experiences in law enorcemen and educaion,
2. To ask he ODllR o:
lollow closely, in ull cooperaion wih oher OSCL insiuions as well as he
Unied Naions Commiee on he Lliminaion o Racial Discriminaion (UN
CLRD), he Luropean Commission agains Racism and lnolerance (LCRl), he
Luropean Monioring Cenre on Racism and Xenophobia (LUMC) and oher
relevan inernaional insiuions and NGOs, aniSemiic incidens in he OSCL
area making use o all reliable inormaion available,
Repor is ndings o he Permanen Council and o he luman Dimension
lmplemenaion Meeing and make hese ndings public. These repors should
also be aken ino accoun in deciding on prioriies or he work o he OSCL in
he area o inolerance, and
Sysemaically collec and disseminae inormaion hroughou he OSCL area on
bes pracices or prevening and responding o aniSemiism and, i requesed,
oer advice o paricipaing Saes in heir eors o gh aniSemiism,
This Decision will be orwarded o he Miniserial Council or endorsemen a is Twelh Meeing.
Ahhex 3
196
uIgarian Chairmanship
1he Chairman-in-O!hce
Le me sum up he proceedings o his Conerence in wha l would like o call
"russeIs DecIaraIion".
Rearming he Universal Declaraion o luman Righs, which proclaims ha everyone is en
iled o all he righs and reedoms se orh herein, wihou disincion o any kind, such as
race, colour, sex, language, religion, poliical or oher opinion, naional or social origin, prop
ery, birh or oher saus,
Recalling in paricular ha Aricle !8 o he Universal Declaraion o luman Righs and Aricle
!8 o he lnernaional Covenan on Civil and Poliical Righs sae ha everyone has he righ o
reedom o hough, conscience and religion,
Recalling he lnernaional Convenion on he Lliminaion o All lorms o Racial Discriminaion,
Recalling he Maasrich Miniserial Council Decision on Tolerance and NonDiscriminaion (MC.
DLC/4/0J) as well as previous decisions and documens, and commiing ourselves o inensiy
eors o comba racism, xenophobia, discriminaion and aniSemiism and o promoe and
srenghen olerance and nondiscriminaion,
Recalling also he OSCL Conerence on aniSemiism in 8erlin on 28 and 29 April 2004 as well
as he OSCL Meeing on he Relaionship beween Racis, Xenophobic and aniSemiic Propa
ganda on he lnerne and lae Crimes in Paris on !6 and !7 !une 2004 and heir resuls, and
ha he Conerence in 8erlin expressed concern and condemned aniSemiism as a disinc
and specic orm o inolerance and developed operaional recommendaions or combaing
aniSemiism,
Recognizing ha acs o inolerance pose a hrea o democracy, he values o civilizaion and,
hereore, o overall securiy in he OSCL region and beyond,
!. Condemn wihou reserve all orms o racism, xenophobia and aniSemiism
and oher acs o inolerance and discriminaion, including agains Muslims,
inciemen, harassmen or violence agains persons or communiies based on
race, colour, sex, language, religion, poliical or oher opinion, naional or social
origin, propery, birh or oher saus, wherever hey occur,
Annex 4
8russels Declaraion o he OSCL Conerence on Tolerance
and he ligh Agains Racism, Xenophobia and Discriminaion
!4 Sepember 2004
ClO.GAL/86/04 !4 Sepember 2004
LNGLlSl only
197
2. Condemn organizaions and individuals promoing hared or acs o racism,
xenophobia, discriminaion, or relaed inolerance, including agains Muslims,
and aniSemiism,
J. Urge paricipaing Saes o adop eecive measures o comba acs moivaed
by inolerance and o speak ou publicly agains such acs,
4. Lxamine he need or a srucural ollowup wihin he OSCL o ensure
implemenaion o he commimens on olerance and nondiscriminaion,
5. Rejec rmly he idenicaion o errorism and exremism wih any religion,
culure, ehnic group, naionaliy or race,
6. Declare unambiguously ha inernaional developmens or poliical issues never
jusiy racism, xenophobia or discriminaion.
ln addiion, l noe ha he Maasrich Miniserial Council in is Decision on Tolerance and Non
Discriminaion, asked he Permanen Council o urher discuss ways and means o increasing
he eors o he OSCL and he paricipaing Saes or he promoion o olerance and non
discriminaion in all elds. ln ligh o his Miniserial Decision, l welcome he !uly 29 Permanen
Council Decision on Tolerance and he ligh Agains Racism, Xenophobia and Discriminaion
and, in accordance wih ha Decision, incorporae i ino his Declaraion.
!. The paricipaing Saes commi o:
Consider enacing or srenghening, where appropriae, legislaion ha
prohibis discriminaion based on, or inciemen o hae crimes moivaed
by, race, colour, sex, language, religion, poliical or oher opinion, naional
or social origin, propery, birh or oher saus,
Promoe and enhance, as appropriae, educaional programmes or osering
olerance and combaing racism, xenophobia and discriminaion,
Promoe and aciliae open and ransparen ineraih and inerculural
dialogue and parnerships owards olerance, respec and muual
undersanding and ensure and aciliae he reedom o he individual o
proess and pracice a religion or belie, alone or in communiy wih ohers,
including hrough ransparen and nondiscriminaory laws, regulaions,
pracices and policies,
Take seps o comba acs o discriminaion and violence agains Muslims in
he OSCL area,
Take seps, in conormiy wih heir domesic law and inernaional
obligaions, agains discriminaion, inolerance and xenophobia agains
migrans and migran workers,
Consider underaking aciviies o raise public awareness o he enriching
conribuion o migrans and migran workers o sociey,
Comba hae crimes, which can be uelled by racis, xenophobic and ani
Semiic propaganda in he media and on he lnerne, and appropriaely
denounce such crimes publicly when hey occur,
Consider esablishing raining programmes or law enorcemen and judicial
ocials on legislaion and enorcemen o legislaion relaing o hae crimes,
Lncourage he promoion o olerance, dialogue, respec and muual
undersanding hrough he media, including he lnerne,
Ahhex 4
Lncourage and suppor inernaional organizaion and NGO eors in hese
areas,
Collec and mainain reliable inormaion and saisics abou hae crimes
moivaed by racism, xenophobia and relaed discriminaion and inolerance,
commied wihin heir erriory, repor such inormaion periodically o he
OSCL Oce or Democraic lnsiuions and luman Righs (ODllR) and
make his inormaion available o he public,
Lxamine he possibiliy o esablishing wihin counries appropriae bodies
o promoe olerance and o comba racism, xenophobia, discriminaion or
relaed inolerance, including agains Muslims, and aniSemiism,
Lndeavour o provide he ODllR wih he appropriae resources o
accomplish he asks agreed upon in he Maasrich Miniserial Decision on
Tolerance and NonDiscriminaion,
Work wih he OSCL Parliamenary Assembly o deermine appropriae
ways o review periodically he problems o racism, xenophobia and
discriminaion,
Lncourage developmen o inormal exchanges among expers in
appropriae ora on bes pracices and experiences in law enorcemen and
educaion,
2. To ask he ODllR o:
lollow closely, in ull cooperaion wih oher OSCL insiuions as well as
he Unied Naions Commiee on he Lliminaion o Racial Discriminaion
(UNCLRD), he Unied Naions Oce o he ligh Commissioner or luman
Righs (UNlClR), he Luropean Commission agains Racism and lnolerance
(LCRl), he Luropean Monioring Cenre on Racism and Xenophobia (LUMC)
and oher relevan inernaional insiuions and NGOs, incidens moivaed
by racism, xenophobia, or relaed inolerance, including agains Muslims, and
aniSemiism in he OSCL area making use o all reliable inormaion available,
. Repor is ndings o he Permanen Council and o he luman Dimension
lmplemenaion Meeing and make hese ndings public. These repors
should also be aken ino accoun in deciding on prioriies or he work o
he OSCL in he area o inolerance,
Sysemaically collec and disseminae inormaion hroughou he OSCL
area on bes pracices or prevening and responding o racism, xenophobia
and discriminaion and, i requesed, oer advice o paricipaing Saes in
heir eors o gh racism, xenophobia and discriminaion,
Suppor he abiliy o civil sociey and he developmen o parnerships o
address racism, xenophobia, discriminaion or relaed inolerance, including
agains Muslims, and aniSemiism,
This Decision will be orwarded o he Miniserial Council or endorsemen a is Twelh Meeing.
199
OrganizaIion !or 5ecuriIy and Co-operaIion in Furope
MinisIeriaI CounciI
MaasIrichI 2003
2nd day o! Ihe FIevenIh MeeIing
MC(!!) !ournal No. 2, Agenda iem 8
DFCI5ION No. 4/03
1OLFRANCF AND NON-DI5CRIMINA1ION
The Miniserial Council,
Recognizing ha respec or human righs and undamenal reedoms, democracy and he rule
o law are a he core o he OSCL's comprehensive concep o securiy,
Recalling is commimens in he eld o he human dimension, enshrined in he lelsinki linal
Ac, he Charer o Paris or a New Lurope, he Charer or Luropean Securiy (lsanbul Summi,
!999) and all oher relevan OSCL documens and decisions,
Recalling Decision No. 6 on Tolerance and Nondiscriminaion, adoped a he Tenh Meeing o
he Miniserial Council in Poro on 7 December 2002,
Rearming is commimen o promoe olerance and comba discriminaion, and is concern
abou all maniesaions o aggressive naionalism, racism, chauvinism, xenophobia, aniSemi
ism and violen exremism in all paricipaing Saes, as well as discriminaion based, iner alia,
on race, color, sex, language, religion or belie, poliical or oher opinion, naional or social
origin, propery, birh or oher saus,
Urging he relevan auhoriies in all paricipaing Saes o coninue o condemn publicly, a
he appropriae level and in he appropriae manner, violen acs moivaed by discriminaion
and inolerance,
Arming is commimen o increase is eors or he promoion o olerance and nondis
criminaion in all elds,
Welcoming he work done by he OSCL during 200J,
Annex 5
Documen o he Miniserial Council, Maasrich 200J: Decision No. 4/0J
on Tolerance and Nondiscriminaion, MC.DLC/4/0J
2 December 200J
MC.DFC/4/03
2 December 200J
Original: LNGLlSl
!. Commis isel o promoe he implemenaion o he Acion Plan on lmproving
he Siuaion o Roma and Sini wihin he OSCL Area,
2. Decides o enhance he eors being made o increase women's paricipaion
and he role o women in urhering democraizaion and economic
developmen, and o consider inegraing he provisions o he OSCL Acion
Plan on Gender lssues where applicable ino naional policies. lurher decides
o enhance is eors o achieve gender balance a all levels wihin he OSCL,
aking ull accoun also in his respec o he principle o recruiing sa rom all
paricipaing Saes on a air basis. Reieraes ha he OSCL encourages emale
candidaes o apply or OSCL posiions,
J. Decides o ollow up he work sared a he OSCL Conerence on Ani
Semiism, held in Vienna on !9 and 20 !une 200J and welcomes he oer by
Germany o hos a second OSCL conerence on his subjec in 8erlin on 28 and
29 April 2004,
4. Decides o ollow up he work sared a he OSCL Conerence on Racism,
Xenophobia and Discriminaion, held in Vienna on 4 and 5 Sepember 200J
and welcomes he oer by 8elgium o hos a second OSCL conerence on his
subjec in 8russels in auumn 2004,
5. Tasks he Permanen Council o urher discuss, in addiion o he wo above
menioned conerences, ways and means o increasing he eors o he
OSCL and he paricipaing Saes or he promoion o olerance and non
discriminaion in all elds,
6. Lncourages all paricipaing Saes o collec and keep records on reliable
inormaion and saisics on hae crimes, including on orms o violen
maniesaions o racism, xenophobia, discriminaion, and aniSemiism, as
discussed and recommended in he abovemenioned conerences. Recognizing
he imporance o legislaion o comba hae crimes, paricipaing Saes
will inorm he ODllR abou exising legislaion regarding crimes uelled by
inolerance and discriminaion, and, where appropriae, seek he ODllR's
assisance in he draing and review o such legislaion,
7. Tasks he ODllR, in ull cooperaion, iner alia, wih he Unied Naions
Commiee on he Lliminaion o Racial Discriminaion (UNCLRD), he
Luropean Commission agains Racism and lnolerance (LCRl) and he Luropean
Monioring Cener on Racism and Xenophobia (LUMC), as well as relevan
NGOs, wih serving as a collecion poin or inormaion and saisics colleced
by paricipaing Saes, and wih reporing regularly on hese issues, including
in he orma o he luman Dimension lmplemenaion Meeing, as a basis or
deciding on prioriies or uure work. The ODllR will, iner alia, promoe bes
pracices and disseminae lessons learned in he gh agains inolerance and
discriminaion,
201
8. Recognizes he need o comba hae crimes, which can be uelled by racis,
xenophobic, and aniSemiic propaganda on he lnerne. We welcome he
oer by lrance o hos in Paris in 2004 a orwardlooking even, ully respecing
he righs o reedom o inormaion and expression, on he relaionship
beween propaganda on he lnerne and hae crimes,
9. Arms he imporance o reedom o hough, conscience, religion or belie,
and condemns all discriminaion and violence, including agains any religious
group or individual believer. Commis o ensure and aciliae he reedom o
he individual o proess and pracice a religion or belie, alone or in communiy
wih ohers, where necessary hrough ransparen and nondiscriminaory laws,
regulaions, pracices and policies. Lncourages he paricipaing Saes o seek
he assisance o he ODllR and is Panel o Lxpers on lreedom o Religion or
8elie. Lmphasizes he imporance o a coninued and srenghened ineraih
and inerculural dialogue o promoe greaer olerance, respec and muual
undersanding,
!0. Lnsures he advancemen o he implemenaion o he OSCL commimens on
naional minoriies, and recognizes he imporance o he recommendaions o
he ligh Commissioner on Naional Minoriies on educaion, public paricipa
ion, and language, including on is use in broadcas media, and he relevan
recommendaions o he Represenaive on lreedom o he Media in his regard,
!!. Underakes o comba discriminaion agains migran workers. lurher
underakes o aciliae he inegraion o migran workers ino he socieies in
which hey are legally residing. Calls on he ODllR o reinorce is aciviies in
his respec,
!2. Underakes, in his conex, o comba, subjec o naional legislaion and
inernaional commimens, discriminaion, where exising, agains asylum
seekers and reugees, and calls on he ODllR o reinorce is aciviies in his
respec,
!J. Takes ino accoun he UN Guiding Principles on lnernal Displacemen as a
useul ramework or he work o he OSCL and he endeavors o paricipaing
Saes in dealing wih inernal displacemen,
!4. Decides ha he OSCL in addressing he issues conained in his documen
will increase is eors owards he younger generaion in order o build up
heir undersanding o he need or olerance. luman righs educaion meris
paricular aenion,
!5. Decides o inensiy he cooperaion o he OSCL wih relevan inernaional
organizaions such as he Unied Naions, he Council o Lurope and he
Luropean Union, as well as wih civil sociey and relevan nongovernmenal
organizaions o promoe olerance and nondiscriminaion,
Ahhex 5
!6. Tasks he Permanen Council, he ODllR, he lCNM and he RloM, in close
cooperaion wih he ChairmanshipinOce, wih ensuring an eecive
ollowup o he relevan provisions o he presen decision, and requess he
Permanen Council o address he operaional and unding modaliies or he
implemenaion o his decision.
203
5Iovenian Chairmanship
Chairman-in-O!hce
CORDOA DFCLARA1ION
by Ihe Chairman-in-O!hce
Le me sum up he proceedings o his Conerence on AniSemiism and on Oher lorms o
lnolerance in wha l would like o call
''Cordoba DecIaraIion''.

lnspired by he spiri o Cordoba, he Ciy o Three Culures,
Recognising ha respec or human righs and undamenal reedoms, democracy and he rule
o law is a he core o he OSCL comprehensive concep o securiy,
Rearming ha acs o inolerance and discriminaion pose a hrea o democracy and, hereore,
o overall securiy in he OSCL region and beyond,
Recalling ha paricipaing Saes have commied hemselves o ensure human righs and
undamenal reedoms o everyone wihin heir erriory and subjec o heir jurisdicion wihou
disincion o any kind and will hereore provide o all persons equal and eecive proecion
o law,
Recalling he decisions o he OSCL Miniserial Councils a Poro (MC.DD/6/02), Maasrich (MC.
DLC/4/0J) and Soa (MC.DLC/!2/04), and he need o promoe implemenaion o commimens
and operaional ollowup o he work sared in 200J and coninued wih he OSCL Conerence
on AniSemiism (8erlin on 28 and 29 April 2004), he OSCL Meeing on he Relaionship
8eween Racis, Xenophobic and aniSemiic Propaganda on he lnerne and lae Crimes, held
in Paris on !6 and !7 !une 2004, and he OSCL Conerence on Tolerance and he ligh agains
Racism, Xenophobia and Discriminaion (8russels on !J and !4 Sepember 2004),
Annex 6
Cordoba Declaraion o he OSCL Conerence on AniSemiism
and Oher lorms o lnolerance
89 !une 2005
llNAL
ClO.GAL/76/05/Rev.2
9 !une 2005
LNGLlSl only
Acknowledging ha he purpose o his Conerence was o analyse he saus o implemenaion
o hese commimens and operaional ollowup a he naional level hroughou he OSCL
region, highlighing progress and bes pracices wih respec o said implemenaion, including,
bu no limied o, promoion o ineraih and inerculural dialogue, and he areas o monioring,
daa collecion, legislaion, law enorcemen, educaion and he media,
Commemoraing he sixieh anniversary o he end o he bales o World War ll and
mourning he ens o millions o people who los heir lives as vicims o he war, he lolocaus,
occupaions and acs o repression, and condemning all orms o ehnic cleansing and recalling
our commimens o ake every possible acion o ensure ha aemps o commi genocide are
prevened oday and in uure as well as our commimens o comba hese hreas, including
hrough he OSCL, and our rejecion o any aemps o jusiy hem,
!. Recall he imporance o promoing and aciliaing open and ransparen
ineraih and inerculural dialogue and parnerships owards olerance,
respec and muual undersanding and ensuring he reedom o he individual
o proess and pracice a religion or belie, alone or in communiy wih ohers
hrough ransparen and nondiscriminaory laws, regulaions, pracices and
policies,
2. Condemn wihou reserve racism, xenophobia, aniSemiism, and oher orms
o inolerance and discriminaion, including agains Muslims and Chrisians,
as well as harassmen and inciemen o hae crimes moivaed, /n|e/ a//a,
by race, colour, sex, language, religion or belie, poliical or oher opinion,
naional or social origin, birh or oher saus, and rearm heir exising OSCL
commimens in his eld,
J. Recognise ha some orms o inolerance and discriminaion may have unique
characerisics and origins and require proper deniion, bu he mehods o
gh agains hem are, in many elds, similar and include eors in monioring,
daa collecion, legislaion, law enorcemen, educaion, he media and
promoion o dialogue,
4. Reierae ha inernaional developmens or poliical issues never jusiy racism,
xenophobia, or discriminaion, including agains Muslims, Chrisians and
members o oher religions, and ha inernaional developmens or poliical
issues, including in lsrael or elsewhere in he Middle Las, never jusiy ani
Semiism,
5. Rejec he idenicaion o errorism and exremism wih any religion, culure,
ehnic group, naionaliy or race,
6. Underscore ha he primary responsibiliy or addressing acs o inolerance
and discriminaion ress wih paricipaing Saes, and recognize he imporance
o implemenaion, hrough compeen auhoriies by paricipaing Saes o
he commimens agreed o by he Miniserial Councils in Poro, Maasrich and
205
Soa, as well as oher relevan inernaional insrumens in he eld o olerance
and nondiscriminaion, and in his regard:
Recall he commimen o develop eecive mehods o collecing and
mainaining reliable inormaion and saisics abou aniSemiic and all
oher hae moivaed crimes and ollowing closely incidens moivaed by
inolerance in order o develop appropriae sraegies or ackling hem,
Recall ha legislaion and law enorcemen are essenial ools in ackling
inolerance and discriminaion and ha he auhoriies o paricipaing
Saes have a key role o play in ensuring he adopion and implemenaion
o such legislaion and he esablishmen o eecive monioring and
enorcemen measures,
Recall he imporance o educaion, including educaion on he lolocaus
and on aniSemiism, as a means or prevening and responding o all orms
o inolerance and discriminaion, as well as or promoing inegraion and
respecing diversiy,
Recall he imporan role o he media including he lnerne in combaing hae
speech and promoing olerance hrough awarenessraising and educaional
programmes as well as highlighing posiive conribuions o diversiy o sociey,
7. Commend ODllR or seing up he new Tolerance and NonDiscriminaion
Programme, and in his regard:
Lncourage ODllR's aciviies oering advice o paricipaing Saes on
lolocaus educaion and remembrance, on esablishing programmes
oering assisance o paricipaing Saes, in he elds o legislaion, law
enorcemen, and daa collecion, and on sharing bes pracices on he
issues o racis, xenophobic and aniSemiic propaganda on he lnerne,
Recognise he imporance o enhancing he cooperaion o paricipaing
Saes wih ODllR wih respec o he eecive implemenaion o hese
programmes and aciviies,
Lncourage ODllR o coninue cooperaion wih oher OSCL insiuions
and oher organisaions, such as he Unied Naions Commiee on he
Lliminaion o Racial Discriminaion (CLRD), he Luropean Commission
agains Racism and lnolerance (LCRl), he Luropean Monioring Cenre
on Racism and Xenophobia (LUMC), and Task lorce or lnernaional
Cooperaion on lolocaus Lducaion, Remembrance and Research,
8. Lncourage he ongoing aciviies o he hree Personal Represenaives
on Combaing Racism, Xenophobia and Discriminaion, also ocusing on
lnolerance and Discriminaion agains Chrisians and Members o Oher
Ahhex 6
Religions, on Combaing AniSemiism, and on Combaing lnolerance and
Discriminaion agains Muslims, and welcome heir ongoing role in raising
awareness o he overall gh o he OSCL o comba discriminaion and
promoe olerance,
9. Underline he crucial role naional parliamens play in he enacmen o he
necessary legislaion as well as serving as a orum or naional debae, and
commend he work done by he Parliamenary Assembly o he OSCL in raising
awareness in he implemenaion o he OSCL commimens regarding racism,
aniSemiism, xenophobia and oher orms o inolerance and discriminaion,
!0. Recognise ha civil sociey is a key parner in he gh agains discriminaion
and inolerance and ha enhanced communicaion and dialogue beween
paricipaing Saes and civil sociey can advance implemenaion o
commimens and operaional ollowup a he naional level.
207
GeneraI educaIionaI IooIs and resources
Task lorce or lnernaional Cooperaion on lolocaus Lducaion,
Remembrance and Research
hp://askorce.ushmm.org
Yad Vashem, !erusalem
hp://www.yadvashem.org
Unied Saes lolocaus Memorial Museum
hp://www.ushmm.org
Survivors o he Shoah
Visual lisory loundaion
hp://www.vh.org
Simon Wiesenhal Cener
hp://www.wiesenhal.com
AniDeamaion League
hp://www.adl.org
AusIria
Authentic sites, memoria/s, and museums
The Concenraion Camp Memorial Mauhausen
hp://www.mauhausenmemorial.gv.a
The Lbensee Concenraion Camp Memorial
hp://www.ebensee.org
larheim Casle Place o Learning and Remembrance
hp://www.schlossharheim.a
Documenaion Cener o Ausrian Resisance
hp://www.doew.a
!ewish Museum in Vienna
hp://www.jmw.a
!ewish Museum in lohenems
hp://www.jmhohenems.a
!ewish Museum in Lisensad
hp://www.oejudmus.or.a
1eacher training
Naional Socialism and he lolocaus
hp://www.erinnern.a
Annex 7
Online lnormaion on lolocaus Lducaion
eIgium
Lducationa/ too/s and resources
Auschwiz loundaion
hp://www.auschwiz.be
Canada
Manioba Deparmen o Lducaion, Ciizenship and Youh
hp://www.edu.gov.mb.ca/ks4/cur/mulic/index.hml
The !ewish lederaion o Winnipeg
hp://www.jewishwinnipeg.org/holocaus.hmleducaion
8'nai 8rih Canada
hp://www.bnaibrih.ca
Czech RepubIic
!ewish Museum in Prague
hp://www.jewishmuseum.cz
The Terezin Memorial
hp://www.pamanikerezin.cz
Lxamp/e of a good practice
Projec Neighbours Who Disappeared
hp://www.zmizelisousede.cz
Denmark
!ewish Museum o Denmark (Dansk !disk Museum)
hp://www.jewmus.dk
The Danish Cener or lolocaus and Genocide Sudies
hp://www.holocauseducaion.dk
Danish lnsiue or lnernaional Sudies, Deparmen or lolocaus and
Genocide Sudies
hp://www.olkedrab.dk
FinIand
The linnish Naional 8oard o Lducaion
hp://www.edu.
209
Tampere Universiy
hp://www.ua./laiokse/norssi/auschwiz
France
Shoah Memorial
Museum, Documenaion Cenre or Conemporary !ewish Lle
hp://www.memorialdelashoah.org
loundaion or he Memory o he Shoah
hp://www.ondaionshoah.org/
Germany
loundaion or he Memorial o he Murdered !ews o Lurope
hp://www.holocausmahnmal.de
!ewish Museum 8erlin
hp://www.jmberlin.de
louse o he Wannsee Conerence
hp://www.ghwk.de/
Dachau Concenraion Camp Memorial Sie
hp://www.kzgedenksaeedachau.de/englisch/conen/index.hm
8ergen8elsen Memorial
hp://www.bergenbelsen.de/en
8uchenwald Memorial
hp://www.buchenwald.de
Concenraion Camp Memorial Neuengamme
hp://hh!.hamburg.de/Neuengamme/welcome.en.hml
llossenbuerg Concenraion Camp Memorial Sie
hp://www.gedenksaeeossenbuerg.de/
Ravensbrueck Memorial
hp://www.ravensbrueck.de/mgr/index.hml
Memorial and Museum Sachenhausen
hp://www.gedenksaeesachsenhausen.de/gums/index.php
Topography o Terror
hp://www.opographie.de/en/index.hm
Cener or Research on Anisemiism
hp://za.kgw.uberlin.de/
Learning rom lisory (websie in Lnglish, German, Polish and Spanish)
hp://www.holocauseducaion.de
Shoah.de
hp://www.shoah.de/index!.hml
Ahhex 7
Lxamp/es of good practices
lriz 8auer lnsiue
hp://www.rizbauerinsiu.de/projeke/konronaionenprojek.hm
Trade Union Lducaional lnsiuion, Thuringia
hp://www.bausein.dgbbw.de
Kreuzberg Acion Group Agains aniSemiism
hp://www.kigaberlin.org
Hungary
lannah Arend Associaion
hp://www.hae.hu
laver loundaion
hp://www.haver.hu
!udaic Archives
hp://pincus.lauder.hu
Lxamp/es of good practice
Lauder, !avne !ewish Communiy School, 8udapes
Lva Weinmann Dairy
hp://www.pincus.lauder.hu/weinmannpub/impressum.hm
!udaic Archives
hp://pincus.lauder.hu
lolocaus Memorial Cener, 8udapes
hp://www.hdke.hu
IIaIy
Minisry o Lducaion, Universiy and Research
hp://www.isruzione.i/shoah
loundaion Cenre or he Documenaion o Conemporary !ewish Lie
hp://www.cdec.i
Union o he lalian !ewish Communiies
hp://www.ucei.i/giornodellamemoria/2005/index2.hm
Milano Cenrale Desinazione Auschwiz
hp://www.binario2!.org
211
LaIvia
The Museum o he Occupaion o Lavia !940!99!
hp://www.occupaionmuseum.lv
LiIhuania
loundaion or Lducaional Change
hp://www.shoah.smm.l
1he NeIherIands
The Anne lrank louse
hp://www.annerank.org
SPlON
hp://www.spion.nl/spion
Cener or lolocaus and Genocide Sudies
hp://www.chgs.nl/index_eng.hml
PoIand
Auschwiz8irkenau Sae Museum
hp://www.auschwizmuzeum.oswiecim.pl
8elzec Memorial and Museum
hp://www.belzec.org.pl
Sae Museum a Majdanek
hp://www.majdanek.pl
Naional Suho Museum
hp://www.suho.pl
The !ewish lisorical lnsiue
hp://www.jewishinsiue.org.pl
1eacher training/NGO-organized schoo/ seminars and events
Auschwiz !ewish Cener
hp://www.ajc.pl
Cenre or Dialogue and Prayer in Auschwiz
hp://www.cenrumdialogu.oswiecim.pl
The lnernaional Youh Meeing Cener in Oswiecim/Auschwiz
hp://www.mdsm.pl
lorum or Dialogue Among Naions
hp://www.dialog.org.pl
Ahhex 7
Never Again Associaion
hp://ree.ngo.pl/nw
The Grodzka Gae Theare NN
hp://www.nn.lublin.pl
Romania
Lducationa/ too/s and resources/examp/e of a good practice
lolocaus Lducaion curriculum
hp://www.edu.ro/download/holoc.pd
Russian FederaIion
Lducationa/ too/s and materia/s
Russian Research and Lducaional lolocaus Cener
hp://www.holoond.ru
Projec Living Law o he Swedish Lmbassy in Russia
hp://www.sweden.ru/rus/pages/levande.hm
5wiIzerIand
!ewish Conemporary lisory Documenaion Cenre
hp://www.az.ehz.ch/english/sdokusellen.hml
lnsiue or !ewish Sudies, 8asel Universiy
hp://www.jewishsudies.unibas.ch
Akion Kinder des lolocaus
hp://www.akdh.ch
Ukraine
Ukrainian Cener or lolocaus Sudies
www.holocaus.kiev.ua
UniIed Kingdom
lmperial War Museum London
hp://london.iwm.org.uk
213
The Wiener Library, lnsiue o Conemporary lisory
hp://www.wienerlibrary.co.uk
The 8eh Shalom lolocaus Web Cener
hp://www.behshalom.com
UniIed 5IaIes
The lolocaus lisory Projec:
hp://www.holocaushisory.org
A Cybrary o he lolocaus
hp://www.remember.org
Ahhex 7
215
AbouI Ihe OSCE/ODlHR
The Oce or Democraic lnsiuions and luman Righs (ODllR) is he OSCL's principal insi
uion o assis paricipaing Saes o ensure ull respec or human righs and undamenal
reedoms, o abide by he rule o law, o promoe principles o democracy and (.) o build,
srenghen and proec democraic insiuions, as well as promoe olerance hroughou soci
ey (!992 lelsinki Documen).
The ODllR, based in Warsaw, Poland, was creaed as he Oce or lree Llecions a he !990
Paris Summi and sared operaing in May !99!. One year laer, he name o he Oce was
changed o reec an expanded mandae o include human righs and democraizaion. Today,
i employs more han !20 sa.
The ODllR is he leading agency in Lurope in he eld o eIecIion observaIion. l coordinaes
and organizes he deploymen o several observaion missions wih housands o observers
every year o assess wheher elecions in he OSCL area are in line wih naional legislaion and
inernaional sandards. ls unique mehodology provides an indeph insigh ino all elemens
o an elecoral process. Through assisance projecs, he ODllR helps paricipaing Saes o
improve heir elecoral ramework.
The Oce's democraIizaIion aciviies include he ollowing hemaic areas: rule o law, civil
sociey and democraic governance, reedom o movemen, gender equaliy, and legislaive
suppor. The ODllR implemens more han !00 argeed assisance programmes every year,
seeking boh o aciliae and enhance sae compliance wih OSCL commimens and o de
velop democraic srucures.
The ODllR promoes he proecion o human righIs hrough echnicalassisance projecs
and raining on human dimension issues. l conducs research and prepares repors on dieren
human righs opics. ln addiion, he Oce organizes several meeings every year o review he
implemenaion o OSCL human dimension commimens by paricipaing Saes. ln is anier
rorism aciviies, he ODllR works o build awareness o human dimension issues and carries
ou projecs ha address acors engendering errorism. The ODllR is also a he oreron o
inernaional eors o preven racking in human beings and o ensure a coordinaed re
sponse ha pus he righs o vicims rs.
The ODllR's IoIerance and non-discriminaIion programme provides suppor o paricipaing
Saes in implemening heir OSCL commimens and in srenghening heir eors o respond
o, and comba, hae crimes and violen maniesaions o inolerance. The programme also aims
o srenghen civil sociey's capaciy o respond o haemoivaed crimes and incidens.
Abou he OSCL/ODllR
216
The ODllR provides advice o paricipaing Saes on heir policies on Roma and 5inIi. l pro
moes capaciybuilding and neworking among Roma and Sini communiies and encourages
he paricipaion o Roma and Sini represenaives in policymaking bodies. The Oce also acs
as a clearing house or he exchange o inormaion on Roma and Sini issues among naional
and inernaional acors.
All ODllR aciviies are carried ou in close coordinaion and cooperaion wih OSCL insiu
ions and eld operaions, as well as wih oher inernaional organizaions.
More inormaion is available on he ODllR websie (www.osce.org/odihr).

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