How can young people be helped to construct their own meanings of the Holocaust? Resisting the tendency to over simplify the past, Paul explores how a close reading of original artefacts, historical case studies, and authentic sites open possibilities for deeper learning and more powerful ways of thinking.
As consultant to Mauthausen Memorial in Austria, he is helping to develop new approaches to learning at historical sites. As former Chair of IHRA’s subcommittee on the Holocaust and other Genocides he is concerned with how we relate learning about the Holocaust to understanding mass violence and to strengthening efforts towards genocide prevention.
Paul wrestles with ethical dilemmas in teaching about the Holocaust, both in his role on the Advisory Board of a project collecting oral histories from former perpetrators, and (with Ruth-Anne Lenga) in the development of a new educational resource that will explore how Nazi crimes continued to impact on the life of one survivor for many years after liberation.
Paul has authored many of the Centre’s educational resources, as well as the teachers’ resource pack Reflections for the Imperial War Museum, and worked on several educational films, including the IWM’s The Way We Lived and Roots of Antisemitism, and Footprints for the United Nations.
Salmons, P. and Hass, M. (2014) ‘Comparing Genocide in the Classroom: Challenges and Opportunities’ in Holocaust Education in a Global Context (Edited by Fracapane, K. and Hass, M.), Paris: UNESCO
Salmons, P. and Chapman, A. (2013) ‘Holocaust and other genocides’, Teaching History, Issue 153, London: Historical Association
Salmons, P., Andrews, K. and Chapman, A. (2010) ‘Holocaust’, Teaching History, Issue 141, London: Historical Association
Salmons, P. (2010) ‘Universal Meaning or Historical Understanding? The Holocaust in history and history in the curriculum’, in Teaching History, Issue 141, London: Historical Association
Salmons, P. (2003) ‘Teaching or Preaching? The Holocaust and intercultural education in the UK’, in Intercultural Education, Volume 14, Issue 2
Salmons, P. (2001) ‘Moral Dilemmas: history, teaching and the Holocaust’ in Teaching History, Issue 104, London: Historical Association