Description:
This volume presents a systematic reflection on the forms and the limitations of English children's knowledge about the Holocaust and of English Holocaust education resources by reporting ground-breaking empirical research conducted by the UCL Centre for Holocaust Education. These research findings are contextualised historiographically and comparatively, drawing on history, education and memory studies perspectives from England, America, Switzerland and Germany. This book was originally published as a Special Issue of Holocaust Studies: A Journal of Culture and History.