Divergent historical interpretations of the Shoah, particularly in relation to postcolonial theories, are much discussed and are currently closely linked to positions on the Middle East conflict. So far, there has been little focus on their pedagogical consequences. Descriptions of the Shoah (do not) focus on different dimensions of antisemitism. The article distinguishes between a universalizing and a particularizing perspective, each of which has both intended and undesired pedagogical potential. Reflective potentials can be accessed by mediating between the two perspectives.