Holocaust for Interculturality?



    Holocaust education is a multifaceted field, which has recently appeared in many countries (Fallace, 2008). In this project, we follow Schweber’s assertion that “the purpose of teaching about the Holocaust is precisely to learn from it, no matter how difficult, not to hold it in abeyance as impossibly non-educative, no matter how appealing such a theoretical position may be” (2011: 464).
    The context of this study is Finland which became a full Member Country of the Task Force for International Cooperation on Holocaust Education, Remembrance, and Research (ITF) in December 2010. Until August 2010, the Holocaust was mentioned in various school subjects such as ethics, history, philosophy and philosophy of life in this context. At the end of 2010 the national curriculum was amended to give a full place of its own to the Holocaust.
    In this project, we are interested in the potential impact of Holocaust Education on Education for Diversities, especially in relation to the development of intercultural competences. Education for diversities is in turmoil and in need of renewal at the moment. We argue that by dealing with the atrocities of the Holocaust (and other genocides) Education for Diversities can provide students with renewed tools to reflect on and deal with increasing multiculturalism in Finland and elsewhere in an ethically acceptable manner, that goes beyond limited and ideological visions of the “Other”.
    Both Finnish- and Swedish-speaking schools and educational materials are represented in the project. Through the analysis of official documents, focus groups with teachers, questionnaires to pupils, and observations-participations, our goal is to find ways to link Holocaust Education and Education for Diversities.
    Gällande start-/slutdatum01/03/2012 → …