Mind the gap: Holocaust education in Germany, between pedagogical intentions and classroom interactions

Abstract

The injunction to learn from history is a key feature of German debates over the politics of memory and history, which ever since the end of World War II have been seen as primarily pedagogical. Thus, state schools were asked to serve as society’s central location for memory and learning. Research on history education has rarely addressed questions about how instruction on the history of National Socialism (NS) plays out in practice, about how ambitious educational goals are implemented at the level of actual instruction, or about the challenges that teachers and students face when they are asked to address such a morally fraught topic. This chapter presents findings from a qualitative study that explored these issues using analyses of concrete classroom experience. The chapter is based on four carefully selected case studies. The first looks at how a contemporary account of the issue and its moral implications are handled in the classroom. The second examines the consequences for classroom discussion of a discrepancy between teacher expectations and student interpretations of an excerpt from Hitler’s Mein Kampf. The third also addresses a discrepancy, focusing on the institutionalized generation gap in school. Finally, the fourth case shows how instructional communication benefits when participants assume a reciprocal, though not always articulated, consensus opinion on NS. The interpretation of the cases illustrates both how the organizational framework of schools and the specific conditions of classroom interaction shape the treatment of NS. Classroom interactions are strongly influenced by the quirky, often unexpected ways in which students appropriate knowledge—ways that often conflict with the intended content of the lesson and with public expectations for the treatment of Germany’s past.