The View From: Visiting Researchers, Part 2
Earlier this term, The Landecker Digital Memory Lab welcomed visiting researcher Dr Stefania Manca from the Institute of Educational Technology of the Italian National Research Council who specialises in digital Holocaust education. Find out about the productive knowledge exchange that took place.
by Prof. Victoria Grace Richardson-Walden, in conversation with Dr Stefania Manca
Prof. Victoria Grace Richardson-Walden: Stefania, what did you do during your time with us at the University of Sussex?
Dr Stefania Manca: During my three-week stay at the University of Sussex, I had the opportunity to engage with members of the Landecker Digital Memory Lab and the Media, Arts and Humanities Research Institute. I took part in both organised research meetings and informal gatherings, which provided valuable insights into the cutting-edge work being undertaken at the Landecker Digital Memory Lab.
I also had the chance to interact with several doctoral students and to appreciate how research on digital technology and memory is progressing in fascinating and innovative ways.
In addition, I attended a joint meeting between researchers from the Landecker Digital Memory Lab and the Centre for Holocaust Education at the University of London. This was an excellent occasion to reflect on the potential collaboration required between the fields of Holocaust Education and Digital Holocaust Memory, which unfortunately are still evolving along parallel, yet largely separate, paths.
VGRW: Tell us a bit more about your guest seminar
SM: With a background in educational technology, in which I have been working for over thirty years, my seminar sought to open a dialogue between the opportunities and challenges emerging within the field of EdTech and the specific issues characterising Digital Holocaust Education.
In my talk, “Digital Learning Ecologies of Holocaust Memory: Education, Engagement, and Activism,” I examined how Holocaust education is being reshaped through the use of digital media and technology.
I began by outlining its distinctive nature as an interdisciplinary field that combines historical understanding with empathy, moral reflection, and civic responsibility. I then considered how educational technology must be approached critically, ensuring that digital tools serve to enhance remembrance rather than trivialise trauma or distort history.
Drawing on the concept of learning ecologies, I explored how formal, non-formal, and informal learning environments intersect in shaping digital Holocaust memory. This perspective was illustrated through empirical examples, including the cautious use of social media by Italian museums, the evolving learning practices of Holocaust educators, and innovative intergenerational collaborations on TikTok between survivors and young creators.
The seminar concluded by advocating a dialogic and ethically-grounded approach that bridges education, memory, and digital participation.
My time at the Lab provided not only intellectual inspiration but also the opportunity to reconsider the challenges and responsibilities involved in integrating digital practices into Holocaust education- extremely valuable for the continuation of my research.
VGRW: Did you feel your stay at the Landecker Digital Memory Lab was productive?
SM: My stay was an invaluable opportunity not only to gain a deeper understanding of the activities of the Landecker Digital Memory Lab, but above all to reflect more profoundly on the implications that research and practice in the field of Digital Holocaust Memory may hold for Holocaust education.
The experience enabled me to observe how interdisciplinary collaboration between historians, digital humanists, and educators can open new and meaningful pathways for engagement, remembrance, and critical reflection. As I mentioned earlier, these two areas—Holocaust education and Digital Holocaust Memory—still tend to operate largely in parallel, with limited exchange and mutual understanding.
Much remains to be done to support teachers and educators in overcoming the cultural and pedagogical resistance that continues to exist towards digital media, particularly when it takes the form of games, virtual reality, or generative artificial intelligence.
My time at the Lab therefore provided not only intellectual inspiration but also the opportunity to reconsider the challenges and responsibilities involved in integrating digital practices into Holocaust education. These reflections will prove extremely valuable for the continuation of my research and for my ongoing work with teachers.
VGRW: Are there any ideas for future collaboration you would like to take forward?
SM: We are currently exploring several ideas for future collaboration, particularly in the editorial field, with the aim of creating stronger and more sustainable synergies between the educational sphere and digital research.
Such initiatives might include co-authored publications, joint dissemination activities, and shared reflections on how digital methodologies can meaningfully support Holocaust education. I would also very much welcome the opportunity to collaborate on initiatives that foster closer alignment between research and educational practice, building on the many innovative projects developed by the Landecker Digital Memory Lab.
In particular, I see considerable potential in creating spaces for dialogue and co-design where researchers, educators, and digital practitioners can exchange experiences and work together to translate research insights into tangible pedagogical practices.
VGRW: How did you like Brighton?
SM: Brighton is a city I already knew quite well. I first visited in 2019 and returned more recently, in June this year, for the Expo. It’s always such a pleasure to come back to this lovely city. I’ve always loved the sea — I was born in a coastal town and now live in another one that has adopted me — so spending time in Brighton felt wonderfully familiar and refreshing.
I was also very lucky with the weather: during my three weeks there, it only rained twice, and the rest of the time was sunny, with pleasantly mild, almost Mediterranean, temperatures. And of course, I can’t forget the food! I’m Italian, so good food matters to me, and I must say that the culinary experience in Brighton was genuinely enjoyable — full of flavour, variety, and a few delightful surprises.
VGRW: Do you have any particular highlight of your stay?
SM: It’s difficult to choose just one highlight, as my stay was full of meaningful moments, both professionally and personally. However, if I had to pick one, I would say that the opportunity to engage directly with the team at the Landecker Digital Memory Lab was truly inspiring.
The discussions we had — especially those that brought together researchers from different disciplines — gave me fresh perspectives on how digital research can interact with educational practice. What made the experience even more special was the warmth and kindness of everyone at the Lab, who made me feel genuinely welcome and at home from the very first day.
I also greatly valued the sense of intellectual openness and generosity I encountered throughout my time at Sussex. On a more personal note, I would add that the atmosphere of Brighton itself — its light, its sea, and its creative energy — provided the perfect backdrop for reflection and inspiration.