| dc.description.abstract | This paper will discuss how various programmes support the teaching of the
Holocaust through evidence. The Holocaust also provides an ideal backdrop
for a study of racism, victimisation and persecution. Mindful of the difficulty
of comparing historical events, we nonetheless maintain that of a study of the
Holocaust can show the learner evidence of the negative impact of racism,
oppression, persecution, prejudice, stereotyping and victimisation in any
society. We argue that the study of the Holocaust can encourage the learner to
resist racism, discrimination and xenophobia, and develop empathy with the
victims of prejudice. In so doing, learners can come to an understanding of
their role as active members of the society, and those of others as bystanders
or collaborators. We maintain that this aim is defeated when the educator
or facilitator fails to provide enough evidence that will elicit empathy,
understanding and develop this sense of agency among the learners. History
is explored as an evidential study using various sources ranging from primary
ones like photographs, artefacts, documents as well as secondary sources. To
this end this complex study is brought to life through the use of evidence
provided, and the learners learn valuable skills. | en_US |
