What Can Teachers Learn From the World's Largest Study of Students' Understanding of the Holocaust?

• In Event: Challenges in Teaching Complex Histories

Abstract

In 2016 the UCL Centre for Holocaust Education produced the world’s largest ever study of students’ knowledge and understanding of the Holocaust (Foster et al, 2016). This paper reflects on the key findings of this ambitious 3-year study which drew on the contributions of more than 9,500 secondary students (aged 11-18) in England. In particular it explores the issue of what type and form of historical knowledge (e.g., substantive, conceptual) are important for students to acquire in order to make sense of this complex history. Although the study was focused on the specific context of students’ understanding of the Holocaust in England, the paper also critically reflects on the universal issues it raises for history teachers everywhere.

Author

• Stuart John Foster, Institute of Education - London