by Florian Edlinger [Verein GEDENKDIENST] /
Reflections from a Remembrance Education Panel
How do we teach Holocaust Remembrance in a way that resonates with today’s young learners — children who are now the fourth or fifth generation removed from the events? On May 14th, as part of our latest event, a panel discussion titled Discussing Remembrance! The possibilities and limits of Remembrance Education was moderated by Nadine Dimmel — the chairwoman of Verein GEDENKDIENST. The topic was explored by the two guests:
- Sharon Stamberger, a primary school teacher at Vienna’s Zwi Perez Chajes school and trainer for age-appropriate education on the Holocaust
- Dino Perco, historian and educator with the Italian association Deina
Both speakers brought deeply personal motivations to their work. For Perco, a life-changing school trip to Auschwitz ignited a sense of responsibility that now drives his work guiding students through memorial sites and immersive educational projects. “It’s not only about history—it’s about becoming an active citizen,” he said. His workshops focus on agency and moral choices, helping students relate past events to their own lives and making the content more relevant to them.
Stamberger’s journey began with a family pilgrimage to a long-lost relative’s grave in Poland. This moment crystallized the importance of telling personal stories and eventually led her to specialize in age-appropriate Holocaust education. Initially hesitant to approach the topic with young children, her experience at Yad Vashem changed her mind: “You can start as early as eight, if you do it the right way.” Stamberger hopes that books appropriate for children such as I Wanted to Fly Like a Butterfly, Weg von hier…, and Damals hieß ich Rita will become part of everyday teaching in primary school classrooms.
The conversation touched on emotional safety, intergenerational responsibility, and the challenges of teaching in under-resourced systems. While Austrian primary teachers often lack institutional support, Stamberger emphasized the importance of involving hesitant and concerned parents by showing them the educational materials and addressing their questions. Meanwhile, Perco reflected on Italy’s limited public memory and the need for inclusive narratives that transcend victim hierarchies.
A key takeaway? Holocaust education isn’t just about preserving memory—it’s about fostering empathy, dialogue, and civic responsibility. As Dimmel put it, the goal is to build “multipliers”: young people empowered to carry the lessons forward.
Ultimately, the panel offered not just reflections, but a hopeful blueprint for how remembrance can remain a living, vital force across generations.