Misconceptions and knowledge gaps in Holocaust education: considerations and challenges in the context of teaching aims and contemporary issues

For decades, academic literature has explored how the Holocaust is taught in schools, finding that many educators draw on this history to teach about the dangers of prejudice and discrimination. However, this well-intentioned approach is not always underpinned by the teaching of sound historical information about the Holocaust, thus undermining the moral and civic messages that teachers seek to convey. Sometimes referred to as a “lessons from” approach, numerous studies and academic literature have explored the complexities and potential pitfalls of this approach which is prevalent within English history classrooms. Given disturbing increases in misinformation, disinformation and antisemitism, it is plausible that teachers will be even more committed to prioritising civic and moral outcomes. This paper draws on survey data from 299 history teachers, finding that they give significance to deriving broader lessons about issues such as racism from the Holocaust. However, the situation is complicated and needs to be considered with reference to teachers’ own misconceptions about the Holocaust. Additionally, the content that teachers covered in their lessons, and the challenges they encountered when teaching about the Holocaust are explored.