3. Human rights and Holocaust distortion

Human dignity is the foundation of human rights, and  

human rights are the foundation of every just society. 

Archbishop Desmond Tutu 

Learning Objectives 

To develop a critical understanding of the link between Holocaust distortion and  human rights 
To raise awareness about the ways in which Holocaust distortion reinforces  antisemitism  
To enhance commitment for promoting respect for human rights 

Learning Activities 

Holocaust Distortion and Human Rights 
Holocaust Distortion and Antisemitism  
Further Resources  

Suggestions for Trainers 

The activities proposed in this unit aim to engage participants in deeper reflections about the  ways in which Holocaust distortion conflicts with human rights and contributes the spread of  antisemitism.  

The first activity engages the participants in a process of reflecting upon the ways in which  Holocaust distortion is conflicting with the main values of the human rights framework.  Afterwards, the participants are engaged in a critical thinking process that asks them to  express their agreement/disagreement with a few statements. When the participants offer  their arguments, a symbolic microphone (a pen, for example) care be used, in order to avoid  everyone speaking at the same time.  

As this activity focuses on constructive disagreements and stimulating reflections, the trainers  should refrain from taking positions, commenting on the opinions and statement or implying  that there is only one correct answer. The trainers can come back to some of the opinions  expressed during the debriefing and bring them up for further discussion. However, this does  not mean that all opinions should be tolerated. Any manifestation of hate speech or opinion  that goes against human rights values should be addressed and deconstructed. For this  reason, it is important to create a safe learning space from the beginning of the training, a 

space in which the participants feel free to express themselves, but also open to be  challenged.  

The second activity focuses on the ways in which Holocaust distortion reinforces  antisemitism. The participants are invited to discuss a short video by Yehuda Bauer, world renowned historian, scholar of the Holocaust and IHRA Honorary Chairman. In this video,  among other things, he makes reference to two antisemitic tropes – bolshevism as a Jewish  invention and attempt to establish Jewish control over the world. The participants are asked  to identify and discuss these tropes, as well as to discuss others, based on a few cartoons that  are used as case studies of Holocaust distortion.  

It is important that the participants fully understand that these cartoons are used as negative  examples, as ways to illustrate manifestations of Holocaust distortion and that they are in no  way endorsed by the developers of this training. These images are meant to be used only in  the context of a comprehensive training, in which a safe learning space is created and enough  time is allocated for the unfolding of a meaningful pedagogical process. Showing this kind of  images has the potential to create (or reinforce) stereotypes in the minds of the participants.  Careful debriefing and enough context are needed to ensure that this does not happen. The  photos should not be used without prior discussions on the other topics proposed in this  training and enough background on Holocaust distortion.  

The examples of Holocaust distortion presented in the annex rely on antisemitic tropes such  as greed or world dominance (images 1 and 2), glorifies Hitler (image 3) and reference the  idea the Jews talk too much about the Holocaust for their own gain (image 4).  

In the process of discussion manifestations of Holocaust distortion, it is important to  remember that even if some manifestations of Holocaust distortion are unintentional and  not necessarily done with antisemitic intent, they always reinforce and spread a culture of  antisemitism and reflect a deep-rooted unwillingness to confront the historical reality of the  Holocaust – that this was a genocide of 6 million Jews, committed and organized by non Jews. 

There are countless resources that the trainers can consult for further learning about human  rights, about human rights education and about antisemitism, in order to be better prepared  to conduct these activities. For example: 

OHCHR – Resources about Human Rights:
https://www.ohchr.org/en/what-are-human-rights
https://www.ohchr.org/sites/default/files/Documents/Publications/HandbookParlia mentarians.pdf 

CoE Manual for Human Rights Education with Young People (especially Chapter 4 – Understanding Human Rights):
https://www.coe.int/en/web/compass/chapter-4

UNESCO and ODIHR – Addressing Antisemitism through Education: Guidelines for Policy  Makers
https://www.osce.org/files/f/documents/8/0/383089_0.pdf 

OSCE/ODIHR – Addressing Anti-Semitism through Education: Teaching Aids
https://www.osce.org/odihr/441146 

USHMM – About Antisemitism
https://encyclopedia.ushmm.org/content/en/article/antisemitism 

IHRA – What is antisemitism?
https://www.holocaustremembrance.com/resources/working-definitions charters/working-definition-antisemitism