Extract from oral answer
(Lords) on the National Curriculum
(GP) [V]: Does the Minister agree that it is essential
to understand the genocidal and ecocidal impacts of the British
Empire, from the late-Victorian famines, and many others, on the
subcontinent, to the destruction of the Australian natural
environment and aboriginal societies, recently set out in books
such as Dark Emu, if you are to have an understanding of modern
economics, ecosystems, societies, international relations—in fact,
almost any subject?
The Parliamentary Under-Secretary of State, Department for
Education and Department for International Trade () (Con): My Lords, the value of history in helping us
to understand today and to learn from the past is one of the
purposes of educating children. The only compulsory element on
the national curriculum is the study of the
holocaust but, of course, that leads to teachers
being able to talk about wider discrimination and prejudice to
avoid such events happening again.
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Extract from
Westminster Hall debate on Persecution of Christians and Freedom
of Religion or Belief
(Congleton)
(Con):...Sadly, over many decades now, through many atrocities in
different parts of the globe, both in this country and as part of
the wider international community, we have all too often failed
to take note of genocide and to address it until it is too late.
From the suffering of the Armenians in Turkey a hundred years
ago, through the holocaust the genocide in
Rwanda, the suffering of the Rohingya Muslims in Burma, the
Yazidis in Syria and Iraq, and the Uyghurs in China today, too
often—indeed, invariably—religious minorities are part of the
equation when crimes against humanity and genocide occur...
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