Confronting the Holocaust in a classroom setting involves a complex undertaking that demands careful planning as educators develop and present curricula on the subject to their students. This article explores another problematic factor involved in teaching the Shoah, that is, several issues that exist outside the content/pedagogical framework but that nonetheless may exert a major influence on the teaching of the subject. These issues affect the environment that surrounds Holocaust education and, therefore, can have a considerable impact on the teaching of the subject.
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