The present article focuses on teaching and learning about the Holocaust in Sweden, conducted as study trips to Holocaust memorial sites. Although about a quarter of Swedish teenagers visit the Auschwitz-Birkenau State Museum each year, this study is the first to examine these Swedish study trips. Since there are no centralised systems for arranging these study trips, this study regards dedicated teachers as the main stakeholders. By deploying critical discourse analysis of transcripts of nine in-depth interviews with teachers, the study terms the discursive order of the teachers’ talk about the study trips ritual democratic catharsis. The teachers’ two main purposes are the use of the study trips as a vehicle for the social dynamics in the group to evolve in order to promote personal growth among the students, and the students’ learning about democracy and human rights. Their overarching didactic strategy of focusing on the suffering of the victims is meant to evoke empathy among the students, but lacks an explanatory aim. The study critically points out the teachers’ unreflected relationship to historiographic Holocaust content as a subject, making their teaching vulnerable to contemporary political influences, jeopardising the democratic purpose of these trips.

本文重点介绍了在瑞典的大屠杀纪念活动，这是对大屠杀纪念馆的考察旅行。尽管每年约有四分之一的瑞典青少年参观奥斯威辛-比克瑙州立博物馆，但这项研究是第一个研究这些瑞典研究之旅的人。由于没有安排这些学习行程的集中系统，因此本研究将敬业的老师视为主要利益相关者。通过对九次与教师进行的深度访谈的笔录进行批判性话语分析，该研究确定了教师关于学习旅行的仪式性民主宣泄的话语的话语顺序。。教师的两个主要目的是利用学习旅行作为小组中社会动力发展的工具，以促进学生的个人成长，以及学生对民主和人权的学习。他们以受害者的苦难为重点的总体教学策略旨在唤起学生的同理心，但缺乏解释性的目的。该研究批判性地指出了教师与史学大屠杀内容作为一门学科的不加思索的关系，这使得他们的教学容易受到当代政治影响的影响，从而损害了这些旅行的民主目的。