Abstract
This article focuses on the twinning of history teaching and human rights education. The case of the Holocaust illustrates the possibilities and limits of such a relationship, in light of the practices implemented in history and citizenship education classes in Quebec. Organized around four axes of analysis, the results show that the teachers privilege above all an awareness to the human rights and a teaching centered on the knowledge of the rights. Similarly, Holocaust education focuses on the Nazi efforts to persecute Jews without explicit references to human rights issues. Both subjects are studied separately in the same sequence.
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