ABSTRACT
This chapter begins with two studies that examine the attitudes and practices of history staff in secondary schools. The first was conducted in England; the second in Ontario. Teachers saw the main advantage of Holocaust education in terms of alerting students to the dangers of racism. A few teachers commented on the added problem of having Jewish children in the class. There was far more of a consensus on whether teachers should relate the Holocaust to recent political developments. An additional justification of Holocaust education, articulated by a few teachers, was simply that historical truth demands it. Teachers reported half a dozen anti-Semitic incidents arising from their work on the Holocaust. Anti-Semitism, in the form of Holocaust denial, had been experienced by just one teacher when working in a Catholic school with large numbers of Polish and Croatian students. While several textbooks allude to the history of European anti-Semitism, only one locates its roots in Christian theology.
