For nearly a generation educational initiatives concerned with teaching and learning about the
Holocaust in formal (and informal) settings have become more frequent and more visible in a
growing number of countries. This globalising trend, by which the Holocaust has found its way
into educational systems and sites of cultural pedagogy in nations both touched and untouched
by the events themselves, is now beginning to be tracked by another development: namely,
attempts to explore just what such teaching and learning entails, and examine the impact (or
otherwise) it has