When we seek to compare the Holocaust with other events in which mass atrocity crimes (genocide, crimes against humanity, war crimes) were committed, we engage with comparative approaches. When we strive to shed light on aspects that intersect or parallel one another, our choice of terms can communicate respect and bring clarity, or they can offend and distort. In comparative approaches, we strive neither to obscure the distinct features of the Holocaust nor different mass atrocity crimes. We can demonstrate contrasts between events.
The questions for reflection in this resource can help policymakers, educators, museums, memorial organizations, and journalists adopt good practice and make responsible choices in terminology when making comparisons between the Holocaust and other mass atrocities that:
This resource neither encourages nor discourages comparative approaches. The Holocaust can be taught without using comparisons; many in the field do so successfully. Rather, this resource offers a guiding framework for those who use or respond to comparative approaches.
This resource covers:
Helping build a culture of listening and of exchange.
Educators from all over the world participated in a Global Dialogue guided by the IHRA Reflections on Terminology for Holocaust Comparison.
This resource concisely explores how we might engage in comparative analyses between the Holocaust and other atrocities.
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