This volume presents a systematic reflection on the forms and the limitations of English children's knowledge about the Holocaust and of English Holocaust education resources by reporting ground-breaking empirical research conducted by the UCL Centre for Holocaust Education. These research findings are contextualised historiographically and comparatively, drawing on history, education and memory studies perspectives from England, America, Switzerland and Germany. This book was originally published as a Special Issue of Holocaust Studies: A Journal of Culture and History.

Introduction - Holocaust education 25 years on: challenges, issues, opportunities 1. The Holocaust in the National Curriculum after 25 years 2. Why teach or learn about the Holocaust? Teaching aims and student knowledge in English secondary schools 3. Understanding what young people know: methodological and theoretical challenges in researching young people's knowledge and understanding of the Holocaust 4. Portrayals of the Holocaust in English history textbooks, 1991-2016: continuities, challenges and concerns 5. Britain's promise to forget: some historiographical reflections on What Do Students Know and Understand about the Holocaust? 6. The Holocaust in the British imagination: the official mind and beyond, 1945 to the present 7. A critical assessment of a landmark study 8. Teaching the Holocaust and National Socialism in Austria: politics of memory, history classes, and empirical insights 9. Learning and teaching about the Shoah: retrospect and prospect