This study explores the implementation of a Holocaust curriculum, designed for Latvian schools through the method of curriculum deliberation, five years after its enactment. By exploring the complexity of implementation, the study provides a generative knowledge base for curriculum proposals, symposia, and other initiatives that seek to disrupt reticence on silenced controversial histories in post-communist and post-authoritarian states. The findings reveal the promises and challenges of implementation through a mutual adaptation lens, including the forces of student interest, academic freedom, institutional support, teacher training, and the structure and organization of curriculum. Similar to other post-communist and post-authoritarian states, Latvia faces a number of challenges, including the legacy of communism, the Ministry of Education's prescribed curriculum, few opportunities to address controversies, and limited instructional time.
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