Andy Pearce
Biographic Data
| ID | 5910684 |
|---|---|
| NAME | Andy Pearce |
| GIVEN NAMES | Andy |
| FAMILY NAME | Pearce |
| SIGNATURE | PEARCE A |
| AFFILIATIONS | UCL Centre for Holocaust Education, University College London, London, UK |
| ORCID | 0000-0001-8102-2890 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 19 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Antisemitism and Holocaust education
Marginalisation through commemoration
This provocation reflects on trends in Holocaust education in the UK. It argues that an emphasis on cultivating memory means much teaching and learning about the Holocaust is commemorative rather than educational. In this pursuit it forwards five theses about the current condition of much teaching and learning about the Holocaust
An Emerging ‘Holocaust Memorial Problem?’ The Condition of Holocaust Culture in Britain
In 2021 and 2022, two major developments in Britain’s Holocaust culture are due to occur: the launch of completely revised Holocaust galleries at the Imperial War Museum London and the opening of a new national memorial and learning center alongside the Houses of Parliament. This article looks toward these events by way of examining trends and trajectories since the turn of the millennium. It argues that Holocaust culture in Britain is currently …
In The Thick of It
Over the past twenty years, state-sponsored activities related to the Holocaust have been numerous in Britain. Beginning with the creation of Holocaust Memorial Day at the turn of the millennium, successive governments have followed a policy trajectory that has brought forth a slew of new initiatives and projects related to the Holocaust and its memory. Most recently, this has included the creation of a new national memorial and learning centre, …
Remembering the Holocaust in Educational Settings
The Holocaust in the National Curriculum after 25 years
This article provides a historical overview of the position of the Holocaust within the National Curriculum since 1991. Through close analysis of the five iterations of the curriculum, it traces changes and continuities in how teaching and learning about the Holocaust has been stipulated by successive governments. By contextualizing these with reference to shifts in England’s Holocaust culture, it is shown that the National Curriculum has acted a…
British POWs and the Holocaust
Over the past two decades, 'the Holocaust' has become more a palpable and perceptible presence in British culture and society than ever before.However, such is the present nature of our cultural consciousness of the Holocaust that attempts at critique and evaluation invariably end up whistling in the proverbial wind.This is unsatisfactory, not least as the prevalence of the Holocaust in contemporary comes with significant contradictions.For insta…
Holocaust education 25 years on
This essay provides an introductory overview to the articles contained within this special issue. It suggests that the recent passage of 25 years since the Holocaust first appeared as a statutory subject in the English National Curriculum represents a key moment to “mark time”: that is, to make the first moves in constructing an anthropology of Holocaust education in the postmodern epoch. It is argued that the need for this is pressing, not least…
The Development of Holocaust Consciousness in Contemporary Britain, 1979–2001
This paper seeks to summarise how history and memory of the Holocaust has evolved in Britain from the late 1970s to the creation of Holocaust Memorial Day in 2000. Through reconstructing events and turning points, the paper demonstrates the development of British Holocaust consciousness while also placing it within a broader international context. It is argued that Holocaust Memorial Day marked the apex of a complex process but did not herald the…
The Holocaust in the National Curriculum after 25 years
This article provides a historical overview of the position of the Holocaust within the National Curriculum since 1991. Through close analysis of the five iterations of the curriculum, it traces changes and continuities in how teaching and learning about the Holocaust has been stipulated by successive governments. By contextualizing these with reference to shifts in England’s Holocaust culture, it is shown that the National Curriculum has acted a…
Holocaust education 25 years on
This essay provides an introductory overview to the articles contained within this special issue. It suggests that the recent passage of 25 years since the Holocaust first appeared as a statutory subject in the English National Curriculum represents a key moment to “mark time”: that is, to make the first moves in constructing an anthropology of Holocaust education in the postmodern epoch. It is argued that the need for this is pressing, not least…
The Development of Holocaust Consciousness in Contemporary Britain, 1979–2001
This paper seeks to summarise how history and memory of the Holocaust has evolved in Britain from the late 1970s to the creation of Holocaust Memorial Day in 2000. Through reconstructing events and turning points, the paper demonstrates the development of British Holocaust consciousness while also placing it within a broader international context. It is argued that Holocaust Memorial Day marked the apex of a complex process but did not herald the…
An Emerging ‘Holocaust Memorial Problem?’ The Condition of Holocaust Culture in Britain
In 2021 and 2022, two major developments in Britain’s Holocaust culture are due to occur: the launch of completely revised Holocaust galleries at the Imperial War Museum London and the opening of a new national memorial and learning center alongside the Houses of Parliament. This article looks toward these events by way of examining trends and trajectories since the turn of the millennium. It argues that Holocaust culture in Britain is currently …
In The Thick of It
Over the past twenty years, state-sponsored activities related to the Holocaust have been numerous in Britain. Beginning with the creation of Holocaust Memorial Day at the turn of the millennium, successive governments have followed a policy trajectory that has brought forth a slew of new initiatives and projects related to the Holocaust and its memory. Most recently, this has included the creation of a new national memorial and learning centre, …
The Development of Holocaust Consciousness in Contemporary Britain, 1979–2001
This paper seeks to summarise how history and memory of the Holocaust has evolved in Britain from the late 1970s to the creation of Holocaust Memorial Day in 2000. Through reconstructing events and turning points, the paper demonstrates the development of British Holocaust consciousness while also placing it within a broader international context. It is argued that Holocaust Memorial Day marked the apex of a complex process but did not herald the…
The Holocaust in the National Curriculum after 25 years
This article provides a historical overview of the position of the Holocaust within the National Curriculum since 1991. Through close analysis of the five iterations of the curriculum, it traces changes and continuities in how teaching and learning about the Holocaust has been stipulated by successive governments. By contextualizing these with reference to shifts in England’s Holocaust culture, it is shown that the National Curriculum has acted a…
British POWs and the Holocaust
Over the past two decades, 'the Holocaust' has become more a palpable and perceptible presence in British culture and society than ever before.However, such is the present nature of our cultural consciousness of the Holocaust that attempts at critique and evaluation invariably end up whistling in the proverbial wind.This is unsatisfactory, not least as the prevalence of the Holocaust in contemporary comes with significant contradictions.For insta…
Holocaust education 25 years on
This essay provides an introductory overview to the articles contained within this special issue. It suggests that the recent passage of 25 years since the Holocaust first appeared as a statutory subject in the English National Curriculum represents a key moment to “mark time”: that is, to make the first moves in constructing an anthropology of Holocaust education in the postmodern epoch. It is argued that the need for this is pressing, not least…
Remembering the Holocaust in Educational Settings
An Emerging ‘Holocaust Memorial Problem?’ The Condition of Holocaust Culture in Britain
In 2021 and 2022, two major developments in Britain’s Holocaust culture are due to occur: the launch of completely revised Holocaust galleries at the Imperial War Museum London and the opening of a new national memorial and learning center alongside the Houses of Parliament. This article looks toward these events by way of examining trends and trajectories since the turn of the millennium. It argues that Holocaust culture in Britain is currently …
In The Thick of It
Over the past twenty years, state-sponsored activities related to the Holocaust have been numerous in Britain. Beginning with the creation of Holocaust Memorial Day at the turn of the millennium, successive governments have followed a policy trajectory that has brought forth a slew of new initiatives and projects related to the Holocaust and its memory. Most recently, this has included the creation of a new national memorial and learning centre, …
Antisemitism and Holocaust education
Marginalisation through commemoration
This provocation reflects on trends in Holocaust education in the UK. It argues that an emphasis on cultivating memory means much teaching and learning about the Holocaust is commemorative rather than educational. In this pursuit it forwards five theses about the current condition of much teaching and learning about the Holocaust
Law (9 works) · Political science (9 works) · The Holocaust (9 works) · Law (7 works) · Memory, Trauma, and Commemoration (7 works) · History (6 works) · Sociology (6 works) · History (4 works) · Oral History, Memory, Narrative Analysis (4 works) · Philosophy (4 works)