<p>This article addresses questions of the pedagogical thematization and remembrance of the Holocaust and National Socialism, i.e., Holocaust education, specifically in adult education. It examines the organization of historical-political adult education on the Holocaust and National Socialism from the perspective of adult education institutions, as well as the perception and recognition of plurality in history(ies), past(s), and narratives in the context of modern migration as social normality. Interest in the past of the Holocaust and National Socialism, as well as their remembrance, remains high and relevant. However, there are gaps in research on teaching and learning about the Holocaust. On the one hand, a&#xa0;discrepancy can be identified between the quantity and relevance of historical-political adult education on the Holocaust and National Socialism and its research, and on the other hand, between the reality of migration society and the representation of various migrant references to the past in educational work. The article addresses these gaps. Based on a&#xa0;qualitative research design, the study aims to examine the content and formats of adult education programs and, thus, explore the educational landscape. It also aims to analyze the self-perceptions of educational institutions concerning their self-positioning to a&#xa0;democratically constituted society structured and influenced by migration. Using migration and memory theory lenses, insight is gained into the representation and thematization of plurality in the sense of interwoven history(ies) in the migration society. The analyzed documents indicate that plurality and global interweaving of histories are named and, thus, relevant, albeit in no significant dimensions.</p>