Team
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Professor Stuart Foster
Executive Director
In his role as Executive Director, Stuart has provided strategic leadership for the UCL Centre for Holocaust Education since its inception in 2008. -
Ruth-Anne Lenga
Head of Academic Programmes
Ruth-Anne offers strategic leadership and management to the Centre and directs the innovative Masters module, The Holocaust in the Curriculum. -
Darius Jackson
Lecturer in Holocaust and History Education
Darius works with teachers on the Centre's various professional development programmes and oversees the Initial Teacher Education programme. -
Dr Emma Aoife O'Brien
Lecturer in Holocaust and History Education
Emma teaches across all of the Centre’s professional development programmes and oversees the Centre's CPD offer 'Unpacking the Holocaust'. -
Dr Andy Pearce
Associate Professor in Holocaust and History Education
Andy works across all aspects of the Centre's CPD programme, and is involved in the Centre's research activities. -
Nicola Wetherall, MBE
Schools Network Coordinator
Nic continues to work at Royal Wootton Bassett Academy in Wiltshire whilst working within the teaching team at the Centre. -
Dr Tom Haward
Lecturer in Holocaust and History Education
Tom teaches across the wide range of professional development programmes offered by the Centre. -
Dr Alice Pettigrew
Senior Research Associate
Alice leads the Centre's research team and is a principle author of our landmark research reports, that inform our CPD programme and educational resources. -
Dr Rebecca Hale
Senior Research Associate
Rebecca Hale is part of the research team and one of the authors of the Centre’s publication: What do students know and understand about the Holocaust? Evidence from English secondary schools. She leads the Centre’s quantitative research to explore the impact of the Centre’s professional development programmes for teachers. -
Dr Eleni Karayianni
Research and Evaluation Officer
Eleni is part of the research team. She is involved in the Centre’s research into teachers’ practices and students’ understandings of the Holocaust. -
Dr Sylwia Holmes
Research and Evaluation Officer
Sylwia is a member of the research team. She is involved in different aspects of studies undertaken by the Centre into teaching and learning about the Holocaust. -
Dr Arthur Chapman
Associate Professor in History Education
Arthur is Associate Professor in History Education and a member of our research team. Arthur taught history for 12 years prior to beginning to work in universities. -
Louise Palmer
Operations Manager
Louise provides managerial support to ensure that the Centre work streams are planned, coordinated and delivered. -
Shazia Syed
Programme Coordinator
Shazia is a key point of contact with teachers and oversees the logistics of the full range of professional development programmes and special events. -
Mike Cranny
Programme and Research Administrator
Mike provides comprehensive administrative support for both programme delivery and research. -
Paul Salmons
Consultant
Paul has now left the Centre, but we hope to continue to collaborate in a number of ways -
Dr Evangelos Himonides
Consultant
Since the Centre's inception, Evangelos has provided IT consultancy and support to the Centre for Holocaust Education team.
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A model of independent learning
Our lesson 'Being human?' is a perfect tool for nurturing independent learners, incorporating a variety of learning styles. It helps teachers to:
- 1 Take account of pupils' prior thinking
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Uncover preconceptions
Individually, pupils suggest what kind of people they think were the killers and collaborators, bystanders and rescuers.
This tends to reveal a range of stereotypes and misconceptions, from mad, evil monsters to heroes.
- 2 Focus on evidence
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Test the ideas
In small groups, the pupils test their prior thinking and expectations against a range of historical case studies, examining the situations faced by real people.
They discuss and debate the dilemmas and decisions, beliefs and motivations of people in the past.
- 3 Embrace complexity
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Expectations versus evidence
Contrasting their research findings to their prior expectations, pupils discover that the past is far more complex, nuanced and troubling than they had imagined.
They see how easily ordinary people - not monsters or psychopaths - can become complicit in genocide.