The findings, published in the Knowledge and Understandings of the Holocaust report, show progress in students’ knowledge and understanding compared with results from the Centre-s previous national study in 2016, but also reveals persistent gaps and prevailing misconceptions.
For the study, 2,778 secondary school students across England responded to a survey that explored what they knew and understood about the Holocaust.
For example, the results showed that 73.0% of students correctly identified that six million Jews were murdered during the Holocaust. Knowledge in this area had increased compared to 2016 when 56.8% answered this question correctly.
Similarly, basic chronological knowledge appeared to increase in the new study with 83.3% of students knowing the Holocaust occurred in the 1940s, compared to 70.1% who knew this information in 2016.
However, the study highlights other areas where there were limitations in studentsknowledge and understanding. For instance, only 30.2% of students knew that systematic mass murder began after Germany invaded the Soviet Union. Similarly, the majority of students (90%) did not know that less than 1% of the German population was Jewish in 1933; whilst half of students (52.1%) were unaware that Nazi-occupied Poland was the epicentre of the killings.
The researchers highlighted numerous challenges that have arisen from the way that the Holocaust is framed within the National Curriculum; no guidance is given for why the Holocaust should be taught, what the aims of Holocaust education are, what content to include and what pedagogic approaches teachers should employ. None of these issues have ever been addressed in the five versions of the National Curriculum since 1991.
UCL research shows that when teachers are unsure about the most effective ways to teach the subject, struggle to access specialist professional development and/or have their own misconceptions and knowledge gaps about the Holocaust, this can negatively impact their studentsknowledge and understanding.
The Centre-s latest research with students has exposed some stark and troubling realities. Whilst young people in England are required to study the Holocaust, many come out of these lessons without a grasp of some of the most fundamental aspects of this history.
The researchers argue that this is a critical moment in Holocaust Education. The recent Curriculum and Assessment Review has confirmed the continued presence of the Holocaust in the National Curriculum, however, maintaining the status quo is not enough.Dr Andy Pearce, Director of the UCL Centre for Holocaust Education, said: -We welcome the Curriculum and Assessment Review-s affirmation that every student should learn about the Holocaust, and the government-s commitment to this significant ambition. But our latest research shines an uncomfortable light on the realities of studentshistorical knowledge and understanding.
- -Gaps in knowledge still persist, misconceptions still pervade. This is compelling evidence that change is required in how we think about Holocaust education, and how we go about it. That is why we are convening a research-informed national conversation about the issues in teaching and learning about the Holocaust that must no longer be ignored.-
Calls for a national conversation come as further research from the Centre last month revealed the changing ways social media is influencing Holocaust education. The UCL-led study found that almost 60% of pupils accidentally stumble on unverified Holocaust content on social media.
Published on Holocaust Memorial Day (27th January), Centre for Holocaust Education researchers Dr Rebecca Hale and Dr Eleni Karayianni have also co-authored a UNESCO report investigating the levels of contemporary antisemitism beyond the UK using survey data from 2,030 educators across the European Union.
Dr Rebecca Hale (UCL Centre for Holocaust Education) said: -The UNESCO report reveals that antisemitism can still be found in classrooms across Europe.-
Just over three-quarters of the European teachers surveyed for the report had encountered an incident of antisemitism between students at least once or twice. Teachers reported how some students demonstrating antisemitic attitudes, tropes and conspiracy theories that they-ve absorbed online or in the media.
- -We found that less than a third of teachers (29.8%) surveyed had undertaken specialist training courses about antisemitism outside their school, however, there were high levels of interest for training in this area. We hope that research-informed, high quality professional development can meaningfully support teachers in recognizing and combating contemporary antisemitism.-
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Sophie Hunter
T: +44 (0)7747 565 056,E: sophie.hunter@ucl.ac.uk
- University College London, Gower Street, London, WC1E 6BT (0) 20 7679 2000