Danilo Kovač, MA
Faculty of Philosophy, University of Banja Luka
Banja Luka, Republic of Srpska, Bosnia and Herzegovina



God. XL, 1/2022, str. 233–251



The aim of this study is to analyze good practice in teaching about the Holocaust, comparing the use of pedagogical resources in Republika Srpska (Bosnia and Herzegovina) and England (United Kingdom). The paper compares the use of three types of pedagogical resources used in history classes: fictional films, documentaries, and photographs of Holocaust atrocities. Comparison is drawn between a developing and post-conflict society (Republika Srpska) and the well-established and reputable English educational system. By cross-referencing teachers’ and students’ answers, the paper attempts to identify good practice of notable value to be shared and exchanged. The research method firstly incorporated questionnaires, followed by interviews and then lesson observation. Data revealed that teachers in both education systems do not appear to consider all the educational benefits of film screening. The way teachers from England use pictures of Holocaust atrocities and organization of school trips seem to be applicable to the context of Republika Srpska, as well as being useful for classroom practitioners beyond these two education systems.


KLJUČNE REČI: Holocaust Education, History, Pedagogical Resources, Films, Republika Srpska, Photographs, Atrocities, England



  • Blutinger, C. Jeffrey. “Bearing Witness: Teaching the Holocaust from a Victim-Centered Perspective”. The History Teacher, XLII, no. 3, (2009), 269–279.
  • Butler Andrew, Franklin M. Zaromb, Keith B. Lyle and Henry L. Roediger. “Using Popular Films to Enhance Classroom Learning, The Good, the Bad, and the Interesting”. Psychological Science, XX, no. 9, (2009), 1161–1168. https://doi.org/10.1111/j.1467-9280.2009.02410.x
  • Carrier, Peter, Eckhardt Fuchs and Torben Messinger. The International Status of Education about the Holocaust. A Global Mapping of Textbooks and Curricula. Paris: UNESCO, 2015. https://doi.org/10.1007/978-3-319-15419-0_14
  • Cesarini, David. Final solution: The fate of the Jews 19331949. London: Macmillan, 2016.
  • Chapman, Arthur. “Learning the Lessons of the Holocaust: A Critical Exploration”. In: Holocaust Education in the Twenty-first Century: Challenges and controversies. Editors: Stuart Foster, Andy Pearce, Alice Pettigrew, 50–74. London: UCL Press, 2020.
  • Clements, Jane Lesley. “Difficult Knowledge: Possibilities of Learning in Holocaust Education”. Doctoral thesis, University of London, Institute of Education, 2010.
  • Culbertson, Elaine. “A reflection on the use of iconic Holocaust resources“. In: Essentials of Holocaust education: Fundamental issues and approaches. Editors: Samuel Totten and Stephen Feinberg. New Yourk: Routledge, 2016.
  • Davies, Philip H. J. ”Spies as Informants: Triangulation and the Interpretation of Elite Interview Data in the Study of the Intelligence and Security Services”. Politics, XXI, no. 1, (2001), 73–80. https://doi.org/10.1111/1467-9256.00138
  • Foster, Stuart. “To what extent does the acquisition of historical knowledge really matter when studying the Holocaust?”. In: Holocaust Education in the Twenty-first Century: Challenges and controversies. Editors: Stuart Foster, Andy Pearce, Alice Pettigrew, 28–50. London: UCL Press, 2020. https://doi.org/10.2307/j.ctv15d7zpf.8
  • Godmilow Jill, and Ann-Louise Shapiro. ”How real is the reality in documentary film?”. History and Theory, XXXVI, no. 4, (1997), 80–101.
  • Hammond, Kate. “Pupil-led historical enquiry: what might this actually be?”. Teaching History, CXLIV, no. Sep, (2011), 44–50.
  • Harris, Richard. “Does differentiation have to mean different?”. Teaching History, CXVIII, no. March, (2005), 5–12.
  • Izard, Carroll E. The Psychology of Emotions. New York: Plenum Press, 1991. https://doi.org/10.1007/978-1-4899-0615-1
  • Jackson, Darius. “I know it’s not really true, but it might just tell us…’: The troubled relationship between The Boy in the Striped Pyjamas and understanding about the Holocaust”. In: Holocaust Education in the Twenty-first Century: Challenges and controversies. Editors: Stuart Foster, Andy Pearce, Alice Pettigrew, 135–150. London: UCL Press, 2020. https://doi.org/10.2307/j.ctv15d7zpf.13
  • Judt, Tony. Postwar: A history of Europe since 1945. London: Pimlico, 2007.
  • Kovač, Danilo. „Hrvatsko-italijanske nesuglasice ljeta 1941“. Vojno-istorijski glasnik, 2, (2019), 126–142.
  • Lawson, Tom. “Britain’s promise to forget: Some historiographical reflections on What Do Students Know and Understand about the Holocaust?”. Holocaust Studies: A Journal of Culture and History, XXIII, no. 3, (2017), 345–363. https://doi.org/10.1080/17504902.2017.1296086
  • Lenga, Ruth Anne. ”Seing things differently: The use of atrocity images in teaching about the Holocaust”. In: Holocaust Education in the Twenty-first Century: Challenges and controversies. Editors: Stuart Foster, Andy Pearce, Alice Pettigrew, 195–221. London: UCL Press, 2020. https://doi.org/10.2307/j.ctv15d7zpf.16
  • Levy Daniel, and Natan Sznaider. “The institutionalization of cosmopolitan morality: the Holocaust and human rights”. Journal of Human Rights, III, no. 2, (2004), 143–157. https://doi.org/10.1080/1475483042000210685
  • Lorenz, Friederike, Lance Levenson, Julia Resnik & Fabian Kessl. German Teachers Learning about the Shoah in Israel An Ethnography of Emotional Heritage and Contemporary Encounters. Jerusalem: Wuppertal, 2021.
  • Marcus Alan, and Jeremy Stoddard. “The Inconvenient Truth about Teaching History with Documentary Film: Strategies for Presenting Multiple Perspectives and Teaching Controversial Issues”. The Social Studies, C, no. 6, (2009), 279–284. https://doi.org/10.1080/00377990903283957
  • Marrus, Michael R. Lessons of the Holocaust. Toronto: Toronto University Press, 2016. https://doi.org/10.3138/9781442630079
  • Pettigrew, Alice, Stuart Foster, Jonathan Howson, Paul Salmons, Ruth-Anne Lenga and Kay Andrews. Teaching about the Holocaust in English Secondary Schools: An Empirical Study of National Trends, Perspectives and Practice. London: Holocaust Education Development Programme, Institute of Education, University of London, 2009.
  • Recommendations about teaching and learning about the Holocaust (International Holocaust Remembrance, 2019), 31. https://www.holocaustremembrance.com/sites/default/files/inline-files/IHRA-Recommendations-Teaching-and-Learning-about-Holocaust.pdf (accessed 16. 8. 2021).
  • Robson Colin, and Kieran McCartan. Real World Research: A Resource for Users in Social Research Methods in Applied Settings. West Sussex: John Wiley & Sons, 2016.
  • Salmons, Paul. “Universal meaning or historical understanding? The Holocaust in history and history in the curriculum”. Teaching History, CXLI, no. December, (2010), 57–63.
  • Schweber, Simone. “Here There Is No Why: Holocaust Education at a Lubavitch Girls’ Yeshivah”. Jewish Social Studies: History, Culture, Society, XIV, no. 2, (2008), 156–185.
  • Scott David, and Marlene Morrison. Key ideas in educational research. London and New York: Continuum International Publishing Group, 2006.
  • Stoddard Jeremy, and Alan Marcus. “More Than Showing what Happened: Exploring the Potential of Teaching History with Film”, The High School Journal, XCIII, no. 2, (2010), 83–90. https://doi.org/10.1353/hsj.0.0044