ABSTRACT
Whether or not the Holocaust either can or should be compared with other genocides is a controversial issue. Scholars in this field have disagreed vociferously and both sides have put forward compelling cases to support their position. As far as teaching the subject in the classroom goes, it seems important that practitioners who choose to compare the Holocaust with other genocides should, at the very least, be aware that there is a debate about the legitimacy of so doing and, ideally, be familiar with the arguments of both sides. This chapter attempts to summarise the divergences, highlight the pedagogic pros and cons, expose the pitfalls and explain how this can fit into a scheme of work.
