From theory to praxis in genocide education: to what extent are IHRA guidelines reflected in the opinions and classroom experiences of independent-school educators?

Abstract

ABSTRACT This research project explores the extent to which historic guidelines for teaching about the Holocaust (provided by the International Holocaust Remembrance Alliance (IHRA)) align with the experiences of practising independent-school teachers in the UK. This article presents data from a small-scale exploratory case study carried out in summer 2019 at two different independent-schools in England. Overall, results suggested that there was no definitive alignment between official teaching guidelines and their enactment in classrooms. Teachers’ opinions on what to teach about genocide are more similar to those outlined in existing guidelines than their views on how to teach about genocide. The outcomes of this research advance the case for greater collaboration between educational institutions and practising teachers.