The Selection of Topics in Good Practice of Teaching the Holocaust in England and Republika Srpska. A Case Study

Even though the last decades have witnessed an increased educational interest in the Holocaust, there is no single response to what topics should be incorporated into the Holocaust curricula. This paper aims to compare the teaching preferences in selecting Holocaust-related topics in good practices of two education systems, namely Republika Srpska (Bosnia and Herzegovina) and England (United Kingdom). Research questions were focused on determin-ing similarities and differences across the two systems and identifying relevant and original teaching practices to be shared and exchanged. Four history teachers from Republika Srpska and four English history teachers were interviewed. Questionnaires were distributed to 32 students from Republika Srpska and 21 from England. The quantitative data reveal that historical background has a more ostensible impact on the Republika Srpska education system. Significant discrepancies in teachers’ and students’ preferences have been identified in both systems. Qualitative data revealed original English teaching ideas potentially useful for the Republika Srpska educators teaching the Holocaust, persecution of the Serbs in the Second World War and addressing recent Yugoslav wars. Many of the identified practices might be helpful to educators beyond the two education systems.