Abstract and Keywords
This article examines Holocaust education, which now takes place across continents and grade-levels and through diverse programs and pedagogies. It argues that research about these efforts and their effects has been underdeveloped, partly because the approaches, objectives, and challenges of Holocaust education necessarily reflect cultural and national differences. While taking these into account, the recurrent themes and practices in Holocaust pedagogy are explored, identifying what is underscored and underplayed. The discussion stresses that the currently predominant context for Holocaust education is the repeated threat of genocidal violence. How Holocaust education and research about it can foster a sense of global citizenship is examined.
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