Professor Stuart Foster
Executive DirectorIn his role as Executive Director, Stuart has provided strategic leadership for the UCL Centre for Holocaust Education since its inception in 2008.
Programme DirectorPaul is responsible for the development of the Centre’s educational vision and pedagogical approach.
Head of Academic ProgrammesRuth-Anne offers strategic leadership and management to the Centre and directs the innovative Masters module, The Holocaust in the Curriculum.
Lecturer in Holocaust and History EducationDarius works with teachers on the Centre's various professional development programmes and oversees the Initial Teacher Education programme.
Lecturer in Holocaust and History EducationEmma teaches across all of the Centre’s professional development programmes and oversees the Centre's CPD offer 'Unpacking the Holocaust'.
Dr Andy Pearce
Lecturer in Holocaust and History EducationAs part of the teaching team, Andy works on all of the Centre's professional development programmes and oversees the production of the Centre's resources.
Nicola Wetherall, MBE
Schools Network CoordinatorNic continues to work at Royal Wootton Bassett Academy in Wiltshire whilst working within the teaching team at the Centre.
Lecturer in Holocaust and History EducationTom has recently joined the team at the Centre and teaches across the wide range of professional development programmes offered by the Centre.
Dr Alice Pettigrew
Research and Evaluation OfficerAlice is the lead author of the Centre's landmark research report that informs the design of our CPD programmes and educational resources.
Dr Rebecca Hale
Research and Evaluation OfficerRebecca Hale is part of the research team and one of the authors of the Centre's recent publication: What do students know and understand about the Holocaust? Evidence from English Secondary Schools.
Operations ManagerLouise provides managerial support to ensure that the Centre work streams are planned, coordinated and delivered.
Programme CoordinatorShazia is a key point of contact with teachers and oversees the logistics of the full range of professional development programmes and special events.
Programme and Research Administrator
Dr Evangelos Himonides
ConsultantSince 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
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
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
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.