Is there a way of teaching History that isn’t just about dates and data? Can we teach History as a way of looking towards the future as well?
“The way that the Holocaust is being taught is changing,” said Ms Wosińska, in terms of “looking more at material aspects.” More should be done, however, to invite those outside Holocaust Studies to participate in its study and discussion. She also stated that we should “step away from the Anglo-American discourse on which we currently rely” and focus on testimonies relating to different genocides in different languages, such as Cambodian, Ukrainian, Polish, Kinyarwanda and so on. This should not be limited to audio or video testimony, but also “letters in Yiddish; children’s drawings from Cambodia; books in Rwanda.” Wosińska said she believes people must step further out of their country and culture and explore other histories, but also confront their country’s difficult pasts. She added that the Jewish Historical Institute is now starting to look into more “taboo topics” such as Jewish violence against other Jews and the Sonderkommando.
Ms Bardet discussed the concern that young people don’t know about the Holocaust or other genocides, and so better methods of communication must be found to both move and educate them. She also disagreed with the idea that people don’t care anymore, describing the young people working in her NGO on sexual violence in conflict and the frequent messages from people asking her to speak at events. Ms Bardet also highlighted the fact that many of the conference’s discussions had been “quite Westernised”, and that societies in places such as Africa and the Middle East are “eager to learn to share” but do not have the same opportunities as the Western world. She advocated for exhibitions such as Musealia’s travelling Auschwitz exhibition to be brought to these places. Finally, Bardet criticised the phrase “the people”: “It’s you, it’s me, it’s us. Talk about ‘we’.” She emphasised the importance of understanding context, and ensuring that context does not allow violence, as no one is born violent.
Mr Rukesha responded by stating that critical thinking should be an integral part of History education, particularly as “what is lacking in all conflicts and mass atrocities is critical thinking.” Being equipped with this skill means people can analyse what they are told by their government, particularly if it is propagandistic, and will not be willing to kill others. He also praised the use of interactive tools in education: for example, playing students a testimony then asking them questions about it to better understand their comprehension and decision-making.
Questions from the audience covered topics such as the right time to teach young people about genocide; the importance of remembering all groups of genocide and persecution; and Ms Bardet’s NGO’s forthcoming mobile app, Back Up, allowing reporting of crimes by victims of sexual violence and the co-ordination of relevant professionals (https://www.notaweaponofwar.org/en/actions-en/back-up-en/).