Holocaust Education in Swedish History Lessons - Narratives of Relevance

The dissertation project focuses on narratives within Holocaust education in Swedish classrooms, especially, since its inclusion in the curriculum in 2000 and before. With a background in applied cultural analysis and ethnology, I aim to explore how narratives about the relevance of Holocaust education have been shaped and adapted over time in response to societal and generational shifts. By employing ethnographic methods, including observations and interviews, I will analyze both current and historical educational materials and perspectives from pupils and teachers. My study will address gaps in existing research, particularly regarding the teaching and learning of emotionally charged topics such as the Holocaust in Sweden, the perception of its relevance in the given time context and its impact on students' understanding. I will also investigate how lessons about the Holocaust might be evolving in response to rising antisemitism and the absence of survivors. This dissertation is a part of the project "I folkmordets skugga: minne och erfarenhet av Förintelsen och antisemitism".