This paper describes a pilot Project entitled From Teaching Holocaust towards Teaching Through and With the Holocaust and Crimes against Humanity” in which Spanish pre – service secondary school teachers were taught the Shoa. The purpose of the pilot was both to evaluate through the experiences of the participating teachersif the approach adopted contributes to the participants further engagement with other related contemporary phenomena in the field of social justice( migrant, refuges, hunger, genocides, etc.) and to analyze the potential of the pedagogical and didactical strategies adopted to establish the role of discrimination as the result of a socially constructed narrative in transforming minority- majority relationship. Dewey´s “Teaching Ethics in High School"(1893) is key in understanding Dewey’s educational theory towards the attainment of intercultural competences in an inclusive democratic society. In this text, Dewey emphasizes the need to engage student in a reflective process Further more, Dewey sustains that education should guaranty integration into society with out agents having to renounce their values. A dynamic, and engaging curricula in this sense, is essential in order to reinforce an inclusive environment. The Shoa teaching and learning based on an intercultural and human right education approach, adopts this perspective.(Eckmann, 2015). The program is aimed at engaging students in both ontological and epistemological debate that will eventually permit them to develope a sense of individual responsibility and a sense of ethics based on human dignity and recognition. In line with Dewey’s pedagogical principals and Hanna Arndt’s theory on the banality of evil. This qualitative research is using a focal group instrument in order to demonstrate that this new approach of Shoa teaching and learning, permits both teachers as well as students to transform minority- majority relationship, in terms of establishing the role of discrimination as the result of socially constructed narratives. On one hand the study tried to measure through a content analysis of a focal group whether the Shoa approach contributes to a further discussion and engagement of students in other contemporary phenomena in the field of social justice (migrant, refuges, hunger, genocides or humanity crimes). The study pretends to demonstrate that pre- service teachers who are exposed to Shoa learning and teaching will show further commitment dealing with social justice issues and are interested in bringing these questions into classroom.

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