The article explores the challenges and shortcomings of Holocaust education despite its widespread incorporation into school curricula. Despite efforts to combat antisemitism and Islamophobia, particularly on college campuses and in K-12 schools, instances of hate speech and discrimination persist. The author, a filmmaker and educator with a personal connection to the Holocaust, shares his realization that traditional approaches to Holocaust education have failed to effectively address these issues. He proposes a new pedagogical approach rooted in practitioner inquiry, which emphasizes insights and skills over rote memorization of historical facts. By empowering educators to facilitate meaningful discussions and critical thinking, this approach aims to foster empathy and promote productive civic discourse among students. Ultimately, the article underscores the importance of reevaluating how difficult topics, such as the Holocaust, are taught in order to equip students with the necessary tools to confront hate and prejudice in today’s world.
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