ABSTRACT
This chapter begins by considering some of the ways in which a study of the Holocaust can both reinforce and extend the achievements of conventional antiracism. It discusses various ways in which teaching the Holocaust can go wrong and show how, in the course of going wrong, it can threaten the entire antiracist project. Antiracist education is concerned, among other things, with the nature of stereotyping and with how the process serves to justify discriminatory behaviour. Antiracist education faces a number of potential difficulties, one of which, according to David Gillborn, stems from the need to go beyond permeation, that is, the incorporation of antiracism into all areas of the curriculum. The explanations considered so far for antiracists ignoring anti-Semitism relate to the beliefs and attitudes of individual antiracists. The chapter attempts to account for the antiracist neglect of the Holocaust in both the United Kingdom and Canada.
