Epistemological aspects of holocaust education: Between ideologies and interpretations

Abstract

This chapter analyses the role of epistemology within the scholarship on Holocaust education. Epistemology deals with questions of what knowledge is, what counts as knowledge, the sources of knowledge, the different kinds of knowledge, and what we can know, or the boundaries of knowledge. It argues that researchers and practitioners of Holocaust education should engage with epistemological questions and their implications for teaching and learning about the Holocaust.