Pearce, A;
(2019)
In the thick of it: ‘high politics’ and the holocaust in millennial Britain.
Patterns of Prejudice
, 53
(1)
pp. 98-110.
10.1080/0031322X.2018.1536352.
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Abstract
Over the past twenty years, state-sponsored activities related to the Holocaust have been numerous in Britain. Beginning with the creation of Holocaust Memorial Day at the turn of the millennium, successive governments have followed a policy trajectory that has brought forth a slew of new initiatives and projects related to the Holocaust and its memory. Most recently, this has included the creation of a new national memorial and learning centre, to be housed adjacent to the Palace of Westminster. With cross-party support and the pledge of £50 million of public funds, this lieu de memoire is due to open in January 2020. Conceiving of these activities as exercises in ‘high’ Holocaust politics, Pearce’s article examines the various memory-projects of recent decades and argues they reveal much about millennial Britain and its Holocaust culture. He contends that the nature of these and other initiatives means high Holocaust politics must be subject to continued scrutiny and interrogation.
Type: | Article |
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Title: | In the thick of it: ‘high politics’ and the holocaust in millennial Britain |
Open access status: | An open access version is available from UCL Discovery |
DOI: | 10.1080/0031322X.2018.1536352 |
Publisher version: | http://doi.org/10.1080/0031322X.2018.1536352 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
Keywords: | Britain, Holocaust education, Holocaust memory, Holocaust politics, memory studies, political history |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
URI: | https://discovery.ucl.ac.uk/id/eprint/10067988 |
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