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 DirectorRuth-Anne offers strategic leadership and management to the Centre and directs the innovative Masters module, The Holocaust in the Curriculum.
Dr Alice Pettigrew
Senior Research AssociateAlice 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 Arthur Chapman
Associate Professor in History EducationArthur 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.
Dr Rebecca Hale
Senior Research AssociateRebecca 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 OfficerEleni is part of the research team. She is involved in the Centre’s research into teachers’ practices and students’ understandings of the Holocaust.
Nicola Wetherall, MBE
Head of External Relations and Schools PartnershipsNicola offers strategic leadership of the Centre’s public facing work. She leads, develops and implements plans to build relationships and partnerships that champion the work of the Centre and its Beacon Schools.
Dr Emma Aoife O'Brien
Lecturer in Holocaust and History EducationEmma works across all of the Centre’s professional development programmes.
Dr Andy Pearce
Associate Professor in Holocaust and History EducationAndy works across all aspects of the Centre's CPD programme, and is involved in the Centre's research activities.
Dr Tom Haward
Lecturer in Holocaust and History EducationTom teaches across the wide range of professional development programmes offered by the Centre.
Lecturer (Teaching)Helen joined the Centre in September 2019. Prior to this she had been a teacher of history for 16 years at an upper school in Bedfordshire.
Lecturer (Teaching)Corey Soper joined the teaching team at the Centre in September 2019, building on a background in the teaching profession. Previously, Corey was Head of History at Jewellery Quarter Academy in Birmingham and spent four years as a classroom teacher in a variety of challenging contexts in the West Midlands. He joined the Centre after completing the Beacon School programme.
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.
Dr Evangelos Himonides
ConsultantSince the Centre's inception, Evangelos has provided IT consultancy and support to the Centre for Holocaust Education team.
ConsultantPaul has now left the Centre, but we hope to continue to collaborate in a number of ways
Former lecturerDarius started at the Centre for Holocaust Education in June 2012, after a varied career in education. He began teaching in 1984 and...
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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.