ABSTRACT
This chapter explores what a group of 14- and 15-year-olds learnt about citizenship as a result of studying the Holocaust as history. Specifically, the data analysis was undertaken in order to gauge both their knowledge of the Holocaust and the impact of that knowledge on their understanding of racism. Links between the Holocaust and contemporary racism were probed when the students were asked whether there could be a Holocaust in England. The question of whether the Holocaust could have been prevented was intended to test the students' knowledge of possible sources of opposition to government policy and to probe their understanding of the power of ordinary citizens to influence national developments through participation in the democratic process. The chapter looks at whether the students felt sufficiently strongly about Holocaust education to campaign on its behalf should its future ever be put in jeopardy. It highlights and comments briefly on some of the more salient findings and on their pedagogic implications.
