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This Time: Teaching the Holocaust Today
What if the way we have taught the Holocaust is no longer enough?
This Teaching the Holocaust Today examines one of the most pressing questions facing educators and how to teach the Holocaust in an era marked by rising authoritarianism, political polarization, antisemitism, historical distortion, and ongoing mass violence. Edited by Carol Rittner and John K. Roth, this volume brings together leading voices in Holocaust and genocide studies to reflect on the ethical, political, and pedagogical challenges shaping Holocaust education in the twenty-first century.
Organized around a provocative framework—what educators should keep doing, stop doing, and start doing—the book does not offer a single methodology or consensus position. Instead, it presents a rigorous, often uneasy dialogue among scholars who disagree on core issues, including historical analogy, moral warning, resistance, and the use of Holocaust language in contemporary conflicts, particularly in relation to the Israel–Hamas war. Contributors address the growing pressures faced by educators, from institutional constraints and public backlash to the moral risks inherent in teaching contested history during times of democratic instability.
Written for educators, scholars, graduate students, and readers engaged in Holocaust education, genocide studies, history, ethics, religious studies, and political theory, This Time treats teaching as a consequential act—one inseparable from the political realities in which it occurs. The volume challenges readers to reconsider what responsible Holocaust education demands now, and what it means to teach when historical memory itself is under strain.
This Teaching the Holocaust Today examines one of the most pressing questions facing educators and how to teach the Holocaust in an era marked by rising authoritarianism, political polarization, antisemitism, historical distortion, and ongoing mass violence. Edited by Carol Rittner and John K. Roth, this volume brings together leading voices in Holocaust and genocide studies to reflect on the ethical, political, and pedagogical challenges shaping Holocaust education in the twenty-first century.
Organized around a provocative framework—what educators should keep doing, stop doing, and start doing—the book does not offer a single methodology or consensus position. Instead, it presents a rigorous, often uneasy dialogue among scholars who disagree on core issues, including historical analogy, moral warning, resistance, and the use of Holocaust language in contemporary conflicts, particularly in relation to the Israel–Hamas war. Contributors address the growing pressures faced by educators, from institutional constraints and public backlash to the moral risks inherent in teaching contested history during times of democratic instability.
Written for educators, scholars, graduate students, and readers engaged in Holocaust education, genocide studies, history, ethics, religious studies, and political theory, This Time treats teaching as a consequential act—one inseparable from the political realities in which it occurs. The volume challenges readers to reconsider what responsible Holocaust education demands now, and what it means to teach when historical memory itself is under strain.
220 pages, Paperback
Published February 16, 2026
About the author
Carol Rittner
24 books5 followersCarol Rittner is an American nun and Holocaust historian. She is a Distinguished Emerita Professor of Holocaust and Genocide Studies and Dr. Marsha Raticoff Grossman Professor of Holocaust Studies at Stockton University.
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March 6, 2026We remember last time, when Holocaust education was profound and revelatory, focused on expanding accurate history and sacred Holocaust memory. It has helped in defending historical truth and protecting surviving cultures against the antisemitism of Holocaust denial and distortion. Today, this time, teaching the Holocaust in a more contentious environment presents new and difficult challenges. Drs. Rittner and Roth (2026) aggregate and elevate important scholars and authors to help us meet these challenges. Educators are and will be grateful for this new text; we can use it to make Holocaust and human rights education more urgent and more relevant to contemporary concerns.
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