Abstract: Holocaust Memorial Day 2026 reached more people than ever before, with millions engaging across the UK through national moments of remembrance, education and community activity. From Light the Darkness to events in schools, workplaces and public spaces, this year showed the growing impact of coming together to remember, learn and stand against all prejudice today.
Central to this was the Light the Darkness campaign, which saw 230 buildings and landmarks illuminated in purple at 8pm as part of a nationwide act of remembrance – an increase from 200 in 2025. Delivered in partnership with Ocean Outdoor and supported by JCDecaux, Global and Bauer Media, the campaign appeared on 3,000 billboards across the UK, generating over 10 million impacts\*. HMDT’s radio advert aired more than 900 times across Global’s network, reaching a further 14 million impacts.
Engagement also grew at community level, with 3,800 organisations marking HMD – up from 3,500 the previous year. This was mirrored by a surge in digital participation on the day, with social media interactions across HMDT’s Facebook, Instagram and LinkedIn rising by 140%, from 10,000 in 2025 to 24,000 in 2026.
Crucially, the 2026 impact data highlights the reversal of a decline over the past two years in secondary school participation, which had previously attracted national concern. More than 1,000 secondary schools marked Holocaust Memorial Day this year – 17% of the total number of secondary schools nationwide, which increased from just 9% last year. This was further bolstered by the reach of the charity’s educational film, *It began with words*, which was viewed by over 130,000 pupils, helping ensure that the lessons of the Holocaust remain central to younger generations.
To take a deeper look at the key moments behind this year’s commemoration, read our Impact Report for Holocaust Memorial Day 2026. From a special event hosted by Their Majesties The King and Queen to acts of remembrance in communities across the UK, the report captures the scale and significance of HMD 2026.
Abstract: The recent Israeli onslaught on Gaza has sparked bitter arguments on United Kingdom (UK) university campuses. These conflicts have intertwined with wider disputes over politics, cultural identity, freedom of speech, and also empathy. Both sides routinely accuse their opponents of a lack of empathy with the victims of violence with whom they themselves identify. This chapter sets these arguments, in relation to empathy with suffering in particular, in historical context, extending back to the 1930s. The memory of the Holocaust, and the rise since the 1990s, in the United Kingdom and elsewhere, of a form of empathy-focused Holocaust education, has fed into the politicization and weaponization of empathy in the context of the Middle East conflict. The chapter closes with four practical suggestions, which might help to unblock these unproductive, acrimonious, and emotionally charged disputes on British campuses.
Abstract: Since 7th October 2023, when Hamas perpetrated the worst single massacre against Jews since the Holocaust, there has been a surge in antisemitism in UK universities. Some of this has tipped over into outright anti-Jewish discrimination and harassment. Jewish students and staff have reported feeling unable to fully participate in university life, for fear of being abused, harassed, or attacked. This report offers a summary of research by the IntraCommunal Professorial Group (ICPG) aimed at understanding free speech on university campuses especially with regard to the approaches to speech concerning Jews, Israel, Zionism, and the Middle East conflict.
This report sets out the key issues, and a series of recommendations based on the research and grouped together under the subheadings of our three key findings. Those key findings are as follows:
1. UK universities have (a) a general legal duty, to protect freedom of expression on campus; (b) a duty to prevent discrimination and harassment based on protected characteristics; (c) a university-specific institutional duty to protect the academic freedoms of research and study. Currently UK universities are meeting neither (b) nor (c) in their response to the menace to Jewish students and academic staff posed by antisemitism, particularly antiIsrael antisemitism. That is, they are neither preventing discrimination and harassment, nor protecting freedom of research or freedom to study.
2. Anti-Israel protests and encampments on campuses, including in online spaces, have exacerbated what was already considered a hostile environment by many Jewish students and staff. Some university departments, trade unions, and student political milieus – inperson and online – have directly and indirectly discriminated against, abused, harassed and/or excluded Jewish students.
3. Traditional antisemitic concepts and tropes are being used by pro-Palestinian and/or antiIsrael staff and students. Israel and Zionism are regularly demonised and delegitimised, often using blood libels or other anti-Jewish hatred, and students or academics labelled as Zionists are routinely viewed as legitimate targets for discrimination, harassment, abuse, and/or attack.
Abstract: This report finds that the decision to ban away supporters from the fixture was reached through a flawed risk assessment process.
We argue that the prohibition was not justified by the risks as assessed, and it represented an unnecessary departure from ordinary policing practice, which we believe would likely have been sufficient to secure the match.
The Parliamentary Select Committee similarly concludes that the decision-making process was flawed. However, it maintains that the prohibition was proportionate to the level of risk, even if that risk had been more rigorously assessed.
Our analysis considers a further, key point. A central weakness in the decision-making process was the failure clearly to specify the nature and source of the risk.
If the primary risk came from away supporters themselves, then exclusion may have been justified. But if the principal risk derived from anti-Israel protestors, boycott activists, and antizionist actors seeking to disrupt or attack the match, then banning the away supporters risked punishing those who were being threatened and who did not themselves constitute a significant threat.
In such circumstances, the appropriate response would have required consideration beyond technical policing calculations. If there was a significant antisemitic threat, a policy priority might have been to mobilise sufficient police resources to defend the match, the visiting team, and their supporters rather than excluding them.
The decision-making process appears to have overestimated the risk posed by Maccabi Tel Aviv supporters, in part through a misreading of the Amsterdam precedent and perhaps through reliance on politically committed sources of advice. It may have given insufficient weight to risks arising from boycott activism and to the risk of antisemitic violence of the kind that occurred in Amsterdam.
The process did not engage in a serious way with institutions or individuals from the Jewish community either locally or nationally, or with HM Independent Advisor on Antisemitism. Doing so would have given it a better chance of avoiding the mistakes that it made in understanding the precedent, possible alternatives and the predictable impact of the away fans ban on Jewish communities.
If there was a significant antisemitic dimension to the threat environment, the risk assessment process did not identify or articulate it clearly.
Abstract: For this report, the Union of Jewish Students has collated dozens of testimonies from students who have
experienced antisemitism on campus.
The UJS also commissioned polling of 1,000 students, across all faiths and none, to assess the
impact of campus protests and the rise of antisemitism. The findings reveal alarming levels of campus
antisemitism, significant disruption caused by protests, and perceptions of Jewish students marred by
hostility and intolerance.
Key Findings:
1.Antisemitism has become normalised on our campuses.
- One in four students (23%) have seen behaviour that targets Jewish students for their religion/ethnicity.
- One in five (20%) students would be reluctant to, or would never, houseshare with a Jewish student.
- Jewish students have told us they have faced physical and verbal abuse, social ostracisation and
widespread antisemitic attitudes.
2.Glorification of terrorism is prevalent and unpunished.
- Our research has found that student groups have explicitly called for violence against Jews, even justifying the terrorist attack at Bondi Beach in December 2025.
- 49% of students have heard slogans or chants glorifying Hamas, Hezbollah or other proscribed groups on campus.
- 47% have witnessed justification of the October 7th attacks, rising to 77% among those who encounter Israel-Palestine protests regularly.
3. Protests disrupt all students, and universities have a clear mandate from students to take firmer action.
-Protests have disrupted learning for 65% of students, and 40% have altered their journey on campus to avoid disruption.
- Universities where protests are more frequent have seen higher levels of antisemitism, and four in ten (39%) of students who witness regular Israel-Palestine protests have seen Jewish students harassed often.
- 69% of students disapprove of protests blocking access to learning, and 82% deem calls to 'globalise the intifada' to be antisemitic.
Abstract: In June 2025, Hadassah UK partnered with the Hadassah Medical Organization in Jerusalem to undertake important mental health research in the community. Developed by leading Israeli trauma experts, a UK-wide survey was presented to the community to understand how British Jews were coping with the psychological and social impact of October 7th, the ongoing conflict, and rising antisemitism.
This research involved 511 participants from diverse backgrounds within the UK Jewish community, representing various denominational affiliations, geographic locations, and demographic characteristics. The completed study provided robust statistical power for examining complex relationships between trauma exposure, psychological symptoms, and protective factors.Our comprehensive statistical analysis reveals critical insights into the psychological impact of exposure to the October 7th events and subsequent antisemitism on the UK Jewish community.
Participants were recruited through multiple channels including synagogues, Jewish community organisations, and social networks to ensure broad representation, as well as help to capture the full spectrum of experiences within the UK Jewish community.
From our study, we can see that the psychological impact of October 7th and subsequent events created significant mental health challenges within the UK Jewish community. A key finding showed that over one-third of participants exhibited clinically significant PTSD symptoms, including intrusive memories of attack imagery, avoidance of trauma reminders, and heightened reactive responses.
Abstract: This article seeks to open a discursive space in which to reflect on issues of Holocaust historiography arising from emerging research on personal archives collected by “ordinary” people in relation to the Holocaust. The explorations, intended as a discussion piece, are anchored in a specific context, namely that of the Dorrith Sim Collection (DMSC) which is held in the Scottish Jewish Archives Centre (SJAC) in Glasgow. This collection offers a focus to concretize the historiographical discussion in a largely un-researched collection, while enabling consideration of a range of related collections and publications. The article investigates the historiographical practices of those involved in the collection, preservation, presentation, and publication processes, and considers the inherent ethical choices, choices that highlight the agency of the family, the archivist, and the scholar. Ethical choices, here, the investment of specific meanings and claims to significance, are amplified in this context because of their connection to genocide. I suggest that a “transparent historiography” that accounts for the research process within the published narrative could address the challenges arising from the necessity to be selective about what to collect, preserve, and write about, and how to do so. I borrow from other fields of research and professional practice to highlight possible avenues along which to advance historiographical discussion.
Abstract: The memories of the child refugees who fled Central Europe on the so-called Kindertransport between December 1938 and September 1939 are the most widely documented of any refugee and migrant group to come the United Kingdom. However, the dominant narrative has been one of migration to and settling in England, despite the fact that the child refugees settled in places across the British Isles, including Northern Ireland, Wales, and Scotland—the last of which, for example, received an estimated eight hundred Kindertransportees. This essay will investigate how former Kindertransportees negotiate their different identities in their memory narratives. The majority of the Kindertransportees were Jewish, although approximately 20 percent came from families that did not identify as Jewish but were persecuted as Jews. Therefore, there is a complicated interplay of religious identities, those derived from the country the child refugees were leaving behind and those of the country and the nations of settlement. This article will compare those narratives that construct non-English identity as Other, those that adopt separate national identities in the Diaspora with earlier definitions of Englishness versus Britishness, and others that adopt a center/margin hierarchy common in British culture.
Abstract: This article explores hate crime targeting three specific religious groups in the United Kingdom: Muslims, Jews and Hindus. Drawing on qualitative interviews with victims, the research considers both hate crimes and noncriminal incidents such as bias and discrimination. The central aim is to examine how individuals from these groups perceive and respond to their experiences of victimization. The article presents data from interviews with 30 participants and three focus groups, focusing particularly on the participants’ immediate reactions to incidents of hate crime. The research identifies both similarities and differences in how each group responded at the time of the incident. Participants described their immediate reactions in one of four ways: inaction (outwardly not reacting), seeking some form of recourse, verbally confronting the perpetrator or retaliating with violence. Notably, none of the Jewish or Hindu participants reported responding with verbal confrontation, retaliation or physical aggression; their typical response was inaction. In contrast, Muslim participants exhibited a broader range of immediate responses, including verbal confrontation, physical retaliation and seeking recourse. This article is the first to offer insight into the varied immediate responses to hate crime among these religious communities in the United Kingdom.
Abstract: CST recorded 3,700 antisemitic incidents in the UK in 2025, the second-highest total ever reported to CST in a single calendar year. This is an increase of 4% from the 3,556 anti-Jewish hate incidents recorded by CST in 2024, and 14% lower than the highest ever annual total of 4,298 antisemitic incidents reported in 2023. CST recorded 1,662 antisemitic incidents in 2022, and 2,261 in 2021.
The increase from the total recorded in 2024 reflects that antisemitic incident levels remain at a significantly higher rate than was the case prior to Hamas’ terror attack on Israel on 7 October 2023. There was an immediate and significant spike in recorded cases of anti-Jewish hate in the UK in the aftermath of that attack. The subsequent war, and its grip of public and media attention even during periods of ceasefire, has continued to impact the amount and nature of anti-Jewish hate reported in the 27 months since that date.
Abstract: Following the introduction of a religion question in the 2001 Census of England and Wales, and its inclusion in the two subsequent censuses of 2011 and 2021, multiple analyses have concluded that the strictly Orthodox Jewish population, known as haredim, has most likely been consistently and substantially undercounted on each occasion. Beyond technical concerns about enumeration accuracy, this is a pressing social problem since a high proportion of this community is young, lives in overcrowded conditions and is economically vulnerable. Previous attempts to investigate the nature of this suspected undercount have been focused on assessing missing individuals while assuming that haredi households have been enumerated accurately. Here, geographical information is used which takes advantage of the fact that, like many ethnic minority groups, the haredi population forms voluntary enclaves, presenting the possibility to directly compare detailed household counts at the postcode sector level held by the community, with equivalent data from the 2021 Census. In doing so, it is demonstrated that the assumption of accurate household enumeration is probably incorrect and that there is credible evidence to indicate that compared with community records, haredi households were undercounted by between 21% and 26% in the 2021 Census.
Abstract: Introduction
School-based vaccine programme delivery offers convenience to parents, and reduces the burden on primary care capacity. Vaccine coverage among school-age children is lower in Hackney (northeast London), and post-pandemic coverage recovery has been limited in Hackney compared to London and England. Hackney is home to the largest Orthodox Jewish (OJ) population in Europe where most children attend independent faith schools. This study aimed to assess (i): vaccine programme delivery gaps via independent OJ schools in Hackney; and (ii) the primary care catch-up and commissioning strategies undertaken to help close gaps.
Methods
Qualitative evaluations of national incident responses for poliovirus and measles tailored to underserved communities in northeast London (2022–24). Data consisted of in-depth semi-structured interviews (n = 53) with public health professionals, healthcare practitioners, community partners, and OJ parents. Vaccine clinic visits (n = 11) were conducted in northeast London, affording additional (n = 43) focused and opportunistic interviews with OJ parents attending for catch-up.
Results
Evaluating the delivery of routine and outbreak vaccination campaigns to school-age children demonstrates that independent OJ schools in Hackney are a key programme delivery gap, directly impacting access to catch-up and routine adolescent programmes. OJ parents reported that they did not receive relevant vaccine programme information and invitations for school-age children via independent faith schools. Primary care-led outreach clinics were hosted to offer school-age immunisations to OJ adolescents, but did not offer HPV vaccines. Sub-commissioning community organisations to liaise with independent schools may be a strategy to help resolve this delivery gap, but would require responsibilities within school-age immunisation partnerships to be clearly assigned.
Conclusion
Limitations in vaccine programme delivery via independent faith schools in northeast London may play a role in suboptimal vaccination coverage. Programme gaps must be addressed to help ensure that every eligible child is invited for, and can access, routine vaccination via accessible pathways.
Abstract: Drawing on thirty in-depth interviews with faith leaders in the UK (including Islam, Christianity, Judaism, Hinduism, and Sikhism), we examine the diverse ways religious groups reorient religious life during COVID-19. Analysing the shift to virtual and home-based worship, we show the creative ways religious communities altered their customs, rituals, and practices to fit a new virtual reality amidst rigid social distancing guidelines. This study offers a distinctive comparative perspective into religious creativity amidst acute social change, allowing us to showcase notable differences, especially in terms of the possibility to fully perform worship online. We found that whilst all faith communities faced the same challenge of ministering and supporting their communities online, some were able to deliver services and perform worship online but others, for theological reasons, could not offer communal prayer. These differences existed within each religion rather than across religious boundaries, representing intra-faith divergence at the same time as cross-faith convergence. This analysis allows us to go beyond common socio-religious categories of religion, while showcasing the diverse forms of religious life amidst COVID-19. This study also offers a diverse case study of the relationship between religions as well as between religion, state, and society amidst COVID-19.
Abstract: • Nahamu’s position on the state of education for charedi children is set out in a
paper published in September 2024. The paper made recommendations that
require primary legislation. This bill is a welcome step towards ensuring every
child receives a broad and balanced education, and we welcome the inclusion
of provisions that will specifically improve the lives of charedi children.
• This submission focuses on the following areas of the bill:
Children not in school (clauses 24 to 29 and schedule 1)
• Independent educational institutions (clauses 30 to 35)
• Ofsted’s powers to investigate unregistered, and therefore illegal,
independent schools (clauses 36 to 37)
• Revised national curriculum (clause 41)
• School admission arrangements (clauses 47 to 50)
• The opening new schools (clauses 51 to 55).
• While legitimate homeschooling should be supported, tighter provisions are
needed to prevent misuse as a guise for unregistered, illegal schooling. This
includes clear definitions of “efficient” and “full-time” education, standardised
guidelines, and sufficient funding for oversight.
• Current enforcement mechanisms, including SAOs, risk being ineffective
without stronger accountability measures. Remedies must prioritise access to
education over punitive approaches.
• This submission underscores the need for targeted funding, strengthened
oversight, and specific measures to address the unique challenges within
charedi communities, ensuring all children, including charedi children, access
their legal right to education
Abstract: Not all children growing up in the charedi1
community are being denied secular education. However,
many are. This paper sets out current loopholes and gaps in UK education policy and enforcement,
and the implications for children, especially boys, growing up in the chassidic2
segment of the UK
charedi community. We should note that similar issues arise in other countries with large chassidic
communities.
However, irrespective of sex, or the type of institution, the systemic goal of the leadership in parts of
the charedi community, is that the education in their schools should not provide children with access
to a broad and balanced school education, nor access to further education. As a result, many charedi
children are prevented from accessing the wider workforce, as there is no route to many career
opportunities.
Restricting secular education limits the future autonomy of charedi boys due to lack of literacy,
numeracy and recognised qualifications. For girls, the restriction on future autonomy is a
consequence of the lack of access to KS5 qualifications and early arranged marriage, which can be
socially coerced, and motherhood.
We have set out in this paper our suggested solutions; some of which would require primary
legislation. Other solutions require secondary legislation, or simply improved oversight, enforcement
and better funding.
We have set out the consequences of denial of secular education and lack of access to qualifications
in addendum C. We have also set out more details on the diversity of the charedi community in
addendum D. A glossary of Hebrew and Yiddish terms is set out in appendix 5.
Abstract: In October 2021, Imperial War Museums (IWM) opened its new Holocaust Galleries in its London branch, replacing its first Holocaust Exhibition (from 2000) that had become a landmark in British Holocaust memory. Because of its comprehensive nature and intricate scenography, the new Holocaust Galleries are at the centre of almost all recent major narrative, political, and ethical debates about Holocaust representation in museums. The book provides an ideal global case-study understanding the possibilities and limitations of re-presenting trauma and violence in museums today and whether Holocaust exhibitions can promote democratic, civic, or human rights values, making it an important resource for museum practitioners, public history educators, and university researchers alike, interested in Historical, Museum, Memory, Holocaust, Genocide, or Cultural Studies. The volume brings together texts written by museum practitioners and academic scholars. It is divided in three parts: a long essay by James Bulgin, Head of Content for the new Holocaust Galleries, about the genesis and implementation of the exhibition, supplemented with briefer essays by educators and community members involved in the development of the exhibition, an extensive interview by Stephan Jaeger with IWM researchers James Bulgin and Suzanne Bardgett, and an extensive part with six critical essays by university scholars analysing the new Holocaust Galleries from numerous theoretical angles.
Abstract: This document is a consolidated summary of urgent policy priorities of the Jewish community, following the
antisemitic terrorist attack on the Heaton Park Hebrew Congregation on Yom Kippur (2 October 2025), the holiest day of the Jewish calendar. This attack was not just an attack on British Jews, but on British society and British values.
These priorities are based on consultations within and between leading community organisations, including the Board of Deputies, JLC, UJS, and CST, and reflect the focus of our engagement with government and others since the attack.
We have seen a series of welcome announcements from government in response, and we are actively seeking
further action and implementation across these priorities.
However, these measures on their own will not be sufficient to meet the long-term society-wide challenge of
confronting antisemitic hatred as it has manifested itself in recent years. What is needed is a Comprehensive Government Strategy on Antisemitism, and this paper reflects what that might encompass.
Building on existing initiatives, including the recent report of the Board of Deputies Commission on Antisemitism,
we will continue working with partners and experts, with government, and with all parts of our diverse community, to seek input on these priorities and to integrate them into a wider strategy that addresses the problem at its
deepest roots. This includes ensuring the relevance of these priorities for the whole of the UK, taking account of
administrative and legal variations in devolved nations and regions.
Abstract: Previous research on teaching the Holocaust, notably case studies in the primary or the secondary sectors, suggests that Holocaust education can make a significant contribution to citizenship by developing pupils’ understandings of justice, tolerance, human rights issues, and the many forms of racism and discrimination. Yet, there have been no longitudinal studies into its impact on primary pupils.
This paper, reports on the first stages of ongoing longitudinal research (sponsored by the Scottish Executive Education Department), and concentrates on the relevance of Holocaust education to citizenship, by comparing the attitudes of primary 7 pupils before and after Holocaust teaching using data from questionnaires.
Results show an improvement in pupils’ values and attitudes after learning about the Holocaust in almost every category related to minority groups, ethnic or otherwise. One significant finding was a deep anti-English feeling and this in itself the need for further investigation.
Abstract: The report shares, for the first time, data on observing Succot in the UK, based on the responses of over 4,800 adult British Jews to the JPR 2025 Jews in Uncertain Times Survey. The report compares Succot observance with other Jewish New Year holidays and festivals, and explores who is more likely to celebrate Succot.
Some of the key findings in this report:
50% of Jews in the UK said they celebrate Succot in some way (e.g. attending synagogue, spending some time in a 'Succah', etc.)."
Compared with its neighbouring High Holidays, Rosh Hashana and Yom Kippur, and with other Jewish festivals and practices, Succot is somewhat less commonly observed.
The larger the household size, the more likely it is that Succot is observed. Households with school-aged children at home are much more likely to celebrate Succot, especially if they are in Jewish schools.
74% of British Jews observe Rosh Hashanah rituals at home. 63% of British Jews fast on Yom Kippur most or all years.
Abstract: This project seeks to gain an understanding of what spirituality means from a Jewish perspective and how it can be incorporated into the educational provision of Jewish schools in the UK. The literature review explores the relationship between spirituality and religion in general. Two approaches to spirituality are identified, one which promotes the experiential and the other which encourages critical realism. It is suggested that relational consciousness could be used as an educational model to harmonise the two approaches. Sources within Jewish literature are then explored, uncovering similar approaches and concluding with the description of a Jewish model for spiritual learning. The merit of a qualitative study is justified as best suited to investigate the perceptions and attitudes of Jewish studies teachers towards Jewish spiritual education. Using semi-structured interviews, a purposive sample of nine Jewish studies primary school teachers are asked what spirituality means to them, how they attempt to incorporate it into their religious studies lessons and what the impact of teaching spiritually on their students is. The responses are analysed using the inductive approach of IPA to reveal four overarching themes. Three themes frame spiritual education as the development of relationships within pupils, between themselves and others, and themselves and God. The fourth category focuses on the pedagogy deployed by the teachers and the challenges they face in delivering spiritual education. The research highlights two approaches to spiritual education, with one group of teachers preferring an extrinsic approach, imbuing their lessons with meaning and purpose. The other group view spirituality as an intrinsic quality that when nurtured, brings to the fore creativity and individuality. The centrality of a philosophy of God’s immanence as a foundation for spiritual education is emphasised and a model which promotes dialogue, relationships and community is presented as one that could be implemented to deliver Jewish spiritual education.
Abstract: At the time of writing, one consequence of Israel’s response to the massacre that took place in Israel by Hamas on 7 October 2023 is an unprecedented surge in global antisemitism. This massacre was the largest mass murder of Jewish civilians since the Holocaust; its scale, brutality and sadism have led to comparisons with the Holocaust, and to more and deeper sensitivities and controversies in Holocaust Education. In an attempt to address this, the proposed chapter will discuss the relationship between Holocaust Education and Antisemitism Education, and its relevance to Religious Education (RE) in schools.
Holocaust Education comprises learning about and from the Holocaust (Cowan and Maitles, Understanding and teaching Holocaust education. Sage, 2017). The former focuses on the historical narrative; the latter focuses on moral issues related to active citizenship. Research findings in England (Foster, Pettigrew and Pearce et al., What do students know and understand about the Holocaust? Evidence from English secondary schools. Centre for Holocaust Education, UCL Institute of Education, 2016, p. 1) were that 68% of students (n = 7952 students) were “unaware of what ‘antisemitism’ meant”. Similarly, during a group interview, following their return from a visit to Auschwitz-Birkenau organised by the Archdiocese of Glasgow, Scotland, each of the four students indicated that they did not understand the term “antisemitism” (Cowan & Maitles, 2017, p. 139). Further, Short’s discussion of the failings of learning from the Holocaust included the lack of reference to “the key role played by Christian antisemitism in preparing the groundwork for the Holocaust” (Short, Learning from genocide? A study in the failure of Holocaust education. Intercultural Education, 16(4), 367-380, 2005; Failing to learn from the Holocaust. In As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice (pp. 455–468), 2015). Cowan and Maitles (2017, p. 56) further assert that historical antisemitism contributes to understanding present-day antisemitism.
