ABSTRACT
This conclusion presents some closing thoughts of the concepts discussed in the preceding chapters of this book. The book focuses on our examination of teachers' attitudes and practices. It admits that not only were the samples involved relatively small and opportunistic, but that the research was conducted in regions of the United Kingdom and Canada that cannot be seen as representative of either. The vast majority of schools were located in metropolitan centres with a substantial ethnic minority population. The design of the investigations should take cognisance of the possibility that both the way the Holocaust is taught and the learning that results, will vary as a function of a multiplicity of factors including gender, ethnicity and religious affiliation. The book suspects that the Holocaust is taught in many secondary schools as part of the English curriculum and, in England and Wales, as an integral element of pupils' religious education.
