The problem with using historical parallels as a method in Holocaust and genocide teaching

Teaching the Holocaust in multicultural classrooms and in places which have experienced mass violence raises the question of whether specific methods of teaching are required. One of the answers is that Holocaust education in these cases should facilitate the creation of parallels and similarities between past events and the experiences of the learners. This concept is contrasted with a historicist approach, which studies and comprehends each event in its own particular context. Such a stance focuses on the subject matter and much less on the identity of the learners.