Abstract
In this essay I hope to convince the reader of the potential for geography to enhance pupils' knowledge and understanding of contemporary Holocaust education. Geography is a subject which has until relatively recently been underrepresented in the area of Holocaust education. I hope to contribute to the discourse from academic geographers, who would advocate placing Citizenship, an important dimension in geographical education, at the centre of their work. I will make clear to the reader how developments in the pedagogical framework of geographical education should be used to ensure that Holocaust education relates to pupils experiencing education in the 21st century and which relates to the future needs of these pupils and society. I will be using evidence from my own practice in teaching in schools, teacher education and work produced as part of my project for the Fellowship in Holocaust Education from the Imperial War Museum and Institute of Education.
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