Brill reduces number of Supervisory Board members to three Today, Brill's Combined Meeting resolved to reduce the number of Supervisory Board members from four to three. The Board has elected unanimously Mr. Robin Hoytema van Konijnenburg, to be appointed as chairman and Mr. Theo van der Raadt as vice-chairman. These changes are effective immediately after the upcoming Annual General Meeting of Shareholders of 25 June, 2020 (starting at 2.00 PM). As a result, the agenda items number 6a: 'Giving opportunity for recommendations to appoint a Supervisory Board member' and 6b: 'Proposal to re-appoint Mr. Steven Perrick' are/were retracted from the agenda of the Annual General Meeting of Shareholders. Brill is thankful to Mr. Perrick who was instrumental in modernizing Brill's corporate governance structure, while effectively re-establishing a productive dialogue with our major stakeholders. These improvements were critical for Brill to be able to move forward in fulfilling its mission.

This article explores ways of improving peace education, placing emphasis on peace education programmes in Israel that use dialogue to foster mutual understanding and respect. This article offers a critical assessment of contemporary Israeli peace education initiatives, emphasizing that current peace education programmes in Israel have failed to significantly improve social attitudes between Arabs and Jews. Critiques of contemporary forms of peace education focus on their psychological and social contexts, and the ways in which the framing of peace education has substantive impacts on the likelihood of its success and its sustainability. Emphasis is placed on the importance of incorporating affective rather than primarily cognitive models for promoting coexistence; the importance of pursuing long-term peace education programming rather than the predominant short-term 'encounter group' model; and the need for a comprehensive social and political approach to peace education that extends beyond schools and embraces society as a whole.

We analyse the way in which the Holocaust is taught in The Netherlands, with an emphasis on critically examining the content of secondary school textbooks used to teach Dutch students about the history of the Holocaust. We also interview Dutch educators, government officials and academics about the state of Dutch Holocaust education. Our findings indicate that Dutch students are underexposed to the Holocaust and lack basic knowledge and conceptual understanding of it. Fundamental concerns regarding the civic obligations of citizens in a democracy and basic principles of human rights that are raised by the history of the Holocaust in The Netherlands are often ignored or examined superficially, sometimes because of ambivalence about the extent of Dutch involvement in the genocide of Dutch Jewry. Little attention is paid to the complex moral choices that Dutch citizens faced during the Second World War and the life-or-death implications such decisions had for Dutch Jews. Finally, Jewish history and culture and the history of European anti-Semitism are rarely addressed in textbooks and history lessons about the Holocaust, undermining efforts to sensitise students to the implications of the Holocaust for The Netherlands and for Europe as a whole. In our conclusion, we offer some models of Holocaust education that could significantly improve the quality and content of Dutch Holocaust education.

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