Does addressing prejudice and discrimination through Holocaust education produce better citizens?

Paula Cowan, Henry Maitles

Research output: Contribution to journalArticle

25 Citations (Scopus)


Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing longitudinal research is concerned with both the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11-12 years, it has followed them into the first year of secondary to examine whether the general improvements in attitudes found in the first stage of the research has been maintained. Further, we are able to compare their attitudes with pupils in their year who did not study the Holocaust in their primary schools. This article draws conclusions from this study.
Original languageEnglish
Pages (from-to)115-130
Number of pages15
JournalEducational Review
Issue number2
Publication statusPublished - May 2007


  • holocaust teaching
  • holocaust education
  • citizenship
  • values
  • discrimination

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