All our Holocaust speakers are based across the UK and come from diverse backgrounds and professions. Their family Holocaust stories are also diverse, including experiences of concentration camps, labour camps, taking on a false identity, going into hiding and escaping across borders.
If you are looking for second and third generation Holocaust survivors to tell their family stories, you can get in touch with us to book a free speaker. We provide free Holocaust speakers for schools, community and religious organisations to educate young people and adults and keep the memory of the Holocaust alive.
Meet Our Holocaust Survivor Descendants
Debra was inspired by her mother Paulette’s story to publish a book and to present her family Holocaust story to honour her memory and that of other family members murdered in the Holocaust.
Vera grew up listening to her mother’s Holocaust stories and those of other survivors. In honouring her mother’s memories, she tries to combat the myth of Holocaust deniers and to enable people to learn lessons from history.
Emily’s mother’s story has many resonances with the experiences of refugees today. She hopes that it will encourage all those who hear it to speak up and to act when they see injustice. Her presentation is dedicated to all the members of her family who did not sur
Vivienne feels strongly that she is carrying forwards her mother’s intention that her story should not be lost – the very reason why Eva agreed to give recorded testimony. She believes profoundly in the value of education to change lives.
Diana realises that her mother’s memories are now her responsibility. She tells and retells Margot’s story to as wide an audience as possible with a plea for tolerance and understanding.
Jane talks about her mother’s experience of surviving the Holocaust, whilst friends of hers did not, as a tribute to her mother’s hope and vision. Jane hopes that listeners will appreciate the importance of kindness and their power to change other people’s lives.
Ella’s MA dissertation on the role of third generation Holocaust descendants in transmitting survivor testimony clarified for her the importance of Holocaust education; and prompted her to start sharing her grandpa’s story.
Judith sees her promotion of Holocaust education and her work as an educator in anti-Jewish racism as indelibly linked. The alarming rise in antisemitism has convinced her that educating the next generation may offer a solution to the ‘oldest hatred’.
Ernie’s family’s experience of intolerance and hatred in the Nazi period made him realise the importance and relevance of Holocaust education in standing up against antisemitism, Holocaust denial, racism and today’s genocides.
Peter was born and lived in Vienna; when he was nearly 9 years old his family returned to England. Having seen the powerful effect that his father’s talks have had on students, Peter continues the work on Holocaust Education that his father engaged in.
After rewatching his mother’s video testimony, Seymour was inspired by her humanity, resilience and humour. He is motivated to share her testimony as a form of resistance to discrimination, nationalism and genocide.
Tim’s quest is to find out more about what happened to the family during the Third Reich. He wants to share his family’s story to show how easily normality can be shattered, and how acts of kindness emerged in the darkest of times.
Jacqueline feels a great sense of responsibility to share her grandmother's story with others. She believes it is essential to bring these survivors’ stories to life and not leave the Holocaust confined to the pages of a history book.
Mascha’s inner strength, her dignity, and her absolute dedication to Holocaust education inspired Jeanette to continue in her mother’s footsteps, in memory of all who had perished in the Holocaust.
By telling her grandfather’s story, Avital believes she is continuing his legacy and encouraging meaningful discussion about how to best relate to others to create a kinder, more respectful and forgiving world.
Sandra tells her mother’s story of survival to fulfil a promise made to her mother, who believed in tolerance, understanding and compassion for ‘the other’. She also feels a deep obligation to acknowledge the existence of the relatives she never knew.
Francis’s motivation is to tell the story of just a few of the millions of Jews who were persecuted and murdered in the Second World War, to counter the increase in Holocaust minimisation and denial.
Paul would like his mother Liesl’s story to be used to help combat racism and discrimination in our society. He has been researching his family history for many years and his presentation is based on that research.
Anita is dedicated to applying her 20 years of teaching experience to educate about the Holocaust. In doing so she wishes to ensure that her mother’s message of promoting understanding between faiths continues.
Jan and Lola both died young, before being able to give survivor testimony, so Noreen feels she tells their story in their place. She wants there to be recognition that they lived and for their memories to endure.
Gabriel tells his mother’s story because he has always been interested in history, including that of his own family; and because he believes that every Holocaust survivor’s story is unique and should be told.
Helen feels the need to continue the work that her mother began in speaking of her experiences. She especially welcomes speaking to non-Jewish audiences who may have little knowledge of the Holocaust.
Gloria tells her father’s story to remember the murdered members of her family, and to counter recent increases in antisemitism and Holocaust denial. She believes one person’s story can mean more than many statistics in conveying the reality of that dreadful time.
Maralyn’s purpose in telling Sam’s story is not only to educate about the Holocaust and to demonstrate triumph over adversity, but to show where extremism and racism can lead. It is a message of acceptance of difference and a call to address injustice.
Lesley believes the murder of millions of Jews, as well as of other minority groups, must not be relegated to a ‘detail of history’. She promotes the importance of speaking out against intolerance, bullying and persecution.
As a secondary school teacher, David understands the importance of Holocaust education. He tells his parents' stories to honour them, albeit posthumously, and to demonstrate where prejudice, discrimination and unkindness can ultimately lead.
John is committed to keeping his father’s story alive to further Leonard’s hope that it would help prevent future atrocities. He sees it as fighting back against Holocaust denial, which Leonard found particularly distasteful.