A Monash University report has found that Holocaust educators across Australia are facing growing pressure to respond to contemporary antisemitism and the Israel-Palestine conflict, while questioning what Holocaust education can realistically achieve in addressing prejudice.
The report, Holocaust Education and its role in addressing antisemitism in Australia, was produced by the Australian Centre for Jewish Civilisation (ACJC) as part of the Monash Initiative for Rapid Research into Antisemitism (MIRRA). It is based on interviews with 25 Holocaust educators, scholars and museum professionals in Australia and overseas.
Researchers found that many educators are grappling with a tension between preserving the historical specificity of the Holocaust and applying its lessons to current social and political issues, particularly rising antisemitism and debates surrounding Israel and Gaza.
Professor David Slucki, Director of the ACJC and a chief investigator for MIRRA, said the research suggests that increased Holocaust education has not necessarily been accompanied by a reduction in antisemitism.
He said educators working in schools, universities and museums are increasingly being expected to address both contemporary antisemitism and the ongoing violence in Israel and Gaza, and that expectations about what Holocaust education can achieve need to be realistic.
The report says recent events in Gaza have intensified the challenges facing teachers, exposing gaps in training, confidence and guidance when leading discussions in politically charged classrooms.
According to the researchers, Holocaust educators are coming under pressure from different directions to present their teaching in ways that align with competing political perspectives.
Interview participants also raised concerns that focusing Jewish identity primarily through the Holocaust risks portraying Australian Jews mainly through the lens of victimhood, rather than reflecting the broader cultural, religious and community life of contemporary Australian Jewry.
The report identifies wider structural problems affecting Holocaust education, including limited classroom time, resource constraints, competing curriculum priorities and the complexity of the subject matter. Educators also reported difficulties navigating antisemitic content and misinformation circulating online, often without clear guidance.
Among its recommendations is the development of a national framework for Holocaust education to establish consistent standards and shared educational goals across Australia.
The researchers argue that efforts to prevent antisemitism should be treated as a distinct educational priority rather than being viewed primarily as an outcome of Holocaust education. They say addressing contemporary antisemitism requires dedicated training and policy development alongside historical education.
The report also calls for specialised professional development to help teachers manage polarised classroom discussions, particularly those related to the Israel-Palestine conflict. It recommends expanding access to expert support for educators in regional and less-resourced areas, where professional development opportunities may be limited.
Professor Slucki said antisemitism prevention should extend beyond the curriculum and become part of broader safeguarding and institutional policies within educational settings.
He said Holocaust education remains an important tool for social cohesion and historical understanding, but it cannot be expected to serve as the sole response to contemporary anti-Jewish prejudice in a multicultural society.
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