Knowing one big thing: Jewish students, Holocaust testimonies and historical consciousness

Sally Cove


This article analyses the power or attraction of certain unitary historical meaning(s) that can be generated by Holocaust education. More specifically, it argues that forms of historical consciousness developed by a group of Australian-Jewish teenagers (and accessible herein through a collection of essays written using Holocaust testimony) can be used as evidence of the nature of their engagement with Holocaust history and, as such, revealing examples of the ways in which engagement with Holocaust history has shaped historical consciousness in service to personal and social (communal) needs.


Holocaust education; historical consciousness; witness testimony.

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Copyright (c) 2021 Sally Cove

Historical Encounters is a double blind peer-reviewed, open access, interdisciplinary journal dedicated to the empirical and theoretical study of historical consciousness, historical cultures, and history education.

The journal is published by the HERMES History Education Research Network concentrated at The University of Newcastle, Australia. The journal publishes at least two issues per year (one will typically have a special theme). To ensure timely availability of scholarship, articles and reviews are published as soon as they have been successfully through the peer review and editorial processes, adding cumulatively to the content for the single regular issue each year. No fees are charged for subscription or publication. The journal is indexed in SCOPUSDOAJ, and Google Scholar, and periodically archived in the National Library of Australia's PANDORA Archive. Contributors to the journal retain copyright to their work. Please read the Copyright Notice for full details.

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A/ Professor Robert J. Parkes, PhD
Editor-in-Chief | Historical Encounters
Faculty of Education and Arts
The University of Newcastle
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ISSN 2203-7543