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0006  Contemporary Debates in Holocaust Education very recent publication ‘Global Perspectives on Holocaust Education: Trends, Patterns and Practices’. This important document describes the status and nature of Holocaust education in the countries which are not a part of the International Holocaust Remembrance Alliance (IHRA). It outlines some of the complexities and factors which have influenced the official and popular approach to Holocaust education. Nevertheless, this publication does not really explore the responses of teachers or students, but rather the public space (or lack of it) for Holocaust education in these countries.

As the generation that lived through the Second World War pass away, and as many Baltic State countries push for closer European integration, the future of Holocaust education in this part of the world perhaps lies in a more pluralistic approach to the past, which recognises the Holocaust as a singular and Jewish tragedy without diminishing the memory or suffering of non-Jewish victims, including the crimes perpetrated by the Soviet Union. In contrast to demonstrating reluctance over the teaching of the Holocaust, Germany, at both national and local level, has developed a conscientious and contrite Holocaust education.

Many of these reactions pose challenges and dilemmas for the field, which do not appear to have any immediate or easy solutions. 0006  Contemporary Debates in Holocaust Education Notes  Gross, Z. and Stevick E. D. (2010) ‘Holocaust Education – International Perspectives: Challenges, Opportunities and Research’, Prospects, 40: 1, 17–33, p. 22.  Katz, D. (2009) ‘On Three Definitions: Genocide, Holocaust Denial, Holocaust Obfuscation’, in Donskis, L. ) A Litmus Test Case of Modernity: Examining Modern Sensibilities and the Public Domain in the Baltic States at the Turn of the Century, (Bern: Peter Lang), 259–277.

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