ABSTRACT
In building on the interdisciplinary premise, this chapter refers to the fact that context and consequence are essential considerations in Holocaust studies. It has been stressed within the discipline, for example, that students must be led by educators to recognise a chain of events, decisions, and indecisions that link the Nuremberg Rally in 1934 to the Munich Conference in 1938 to the killing operations that began at Auschwitz-Birkenau in 1942. The importance and complexity of representation is a concern in both disability studies and Holocaust studies. With Constructivist theory in mind, the aim of tutors and students must be to engage as closely and widely as possible with representation without forgetting the unbridgeable distance central to the criticality of the whole educational encounter. The chapter sustains the argument that there is a moral imperative for contemporary education to include Holocaust studies.
