Tatz, Colin (1991). Australia's Genocide: "They Soon Forget Their Offspring.". Social Education, v55 n2 p97-98 Feb. Provides an overview of the decimation of the Aborigines in Australia since 1806. Describes extent of the acts of persecution, discrimination, and victimization of these people. Says governmental policy and practice spread throughout all colonies and states and was premeditated and deliberate. Maintains Aborigines are still denied needed services. (NL)…

Sheppard, Maia G. (2010). Difficult Histories in an Urban Classroom. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Academic standards for history in all states require students to learn about deeply troubling events, such as war, genocide, and slavery. Drawing on research and theories related to trauma studies and history education, this ethnographic study aims to better understand what happens when teachers and students examine the pain and suffering of others in the shared social place of an urban U.S. history classroom. In order to clarify how such troubling events are co-constructed and experienced in the classroom, I first outline a framework for conceptualizing difficult histories as histories where three interrelated components are present: (a) content centered on traumatic events; (b) a sense of identification between those studying the history and those represented in history; and (c) a moral response to these events. Analysis revealed that only two of the histories addressed over the course of one semester were co-constructed by the teacher and her students as difficult histories:… [Direct]

Bigelow, William (1992). Once upon a Genocide: Christopher Columbus in Children's Literature. Language Arts, v69 n2 p112-20 Feb. Reviews several children's biographies of Columbus and challenges the image of Columbus portrayed in these books. Calls upon educators to be more critical when having elementary school students read about Columbus. (MG)…

Thornton, Russell (1989). The Native American Holocaust. Winds of Change, v4 n4 p23-24,27-28 Fall. Describes the American Indian \Holocaust,\ decimation of Indian populations following European discovery of the Americas. European and African diseases, warfare with Europeans, and genocide reduced native populations from 75 million to only a few million. Discusses population statistics and demographic effects of epidemics, continuing infection, and forcible removal of tribes. (DHP)…

Burtonwood, Neil (2002). Holocaust Memorial Day in Schools–Context, Process and Content: A Review of Research into Holocaust Education. Educational Research, v44 n1 p69-82 Spr. Reviews research on Holocaust education in terms of (1) curriculum context (subjects, age phase); (2) curriculum process (micro-history, empathy, neutrality); and (3) curriculum content (existing knowledge of Judaism, history of antisemitism, bystander response, other genocides). Makes suggestions for teachers observing Britain's Holocaust Memorial Day. (Contains 42 references.) (SK)…

Staub, Ervin (1996). Cultural-Societal Roots of Violence: The Examples of Genocidal Violence and of Contemporary Youth Violence in the United States. American Psychologist, v51 n2 p117-32 Feb. Presents a conception of the origins of genocide and mass killing, as illustrated by the Holocaust and violence in the former Yugoslavia, and relates these experiences to youth violence in the face of difficult living experiences in the United States, stressing the role of unfulfilled or frustrated human needs. (SLD)…

Staub, Ervin (1990). Moral Exclusion, Personal Goal Theory, and Extreme Destructiveness. Journal of Social Issues, v46 n1 p47-64 Spr. Describes how certain motives can combine with the exclusion of people from the moral universe, leading to torture, genocide, and mass killing. Personal goal theory is presented as a framework that guides moral conduct. Discusses the psychological bases of exclusion and inclusion. Discusses the power and obligation of bystanders. (JS)…

Kuper, Leo (1991). When Denial Becomes Routine. Social Education, v55 n2 p121-23 Feb. Claims denial of genocide has become a routine defense as a result of the United Nations definition of international crimes. Describes grounds for denial by various governments and list arguments they have made to justify genocidal policies. Argues some academics assist in the process of denial by using revisionist strategies. (NL)…

Allen, William Sheridan; Solkoff, Norman (1978). Teaching the Holocaust at the University Level. Teaching of Psychology, v5 n4 p189-91 Dec. Outlines an interdisciplinary university course, Historical and Psychological Analyses of Genocide, which dealt with the Nazi treatment of Jews during World War II. The course examines psychological and sociohistorical principles which could result in mass murder. Concludes that such an approach promotes a thorough explanation of such an event. (KC)…

Brooks, Diane L. (1987). Sacramento Review. Social Studies Review, v26 n2 p63-66 Win. Describes the California Humanities Project, an attempt to bring advanced research and scholarship in the humanities into the curriculum at all levels. Also reports on legislation which requires the California State Department of Education to develop a model curriculum on human rights with particular attention to inhumanity and genocide. (JDH)…

Melnick, Leah (1990). Cambodians in Western Massachusetts and Bronx, New York. Migration World Magazine, v18 n2 p4-9. Cambodian refugees in the United States, in addition to suffering loss of homeland, culture, and families, are survivors of a holocaust that has affected every Khmer family. Summarizes the history of Cambodian conflict and genocide, and describes its lingering effects on refugees attempting to rebuild their lives in this country. (AF)…

Skutnabb-Kangas, Tove (2001). The Globalisation of (Educational) Language Rights. International Review of Education, v47 n3-4 p201-219 Jul. Argues that global English usage is triggering linguistic genocide in many areas of the world. Equates globalization with war and colonization, and with power structures taking control of natural resources–including land, water, and humans. Asserts that education in a mother tongue must be a human right. (Contains 50 references.) (NB)…

Schwartzman, Roy (1997). "Telogology" as a Rhetorical Basis for Holocaust Education. Pointing out that the growing body of literature on the Holocaust has been accompanied by concern about how knowledge of the Holocaust may be conveyed, this paper argues that elucidating links between terminology and policy invites reconsideration of what Holocaust studies should accomplish. Close textual analysis of historical artifacts is used as a prelude to constructing alternatives to rhetoric that culminates in destructive action. Using Kenneth Burke's concepts of "telos" and "logology," it traces the biologically rooted terminology of anti-Semitism in Nazi Germany as it built toward a crescendo of eliminating populations deemed racially inferior. The paper contends that identification of key metaphors–in this case, biological and medical terms–can reveal how linguistic resources that foster bigotry and genocide persist without necessarily becoming manifest in overt acts of violence. Topics discussed include: the philosophy and method of telogology and… [PDF]

Fernekes, William R.; Shiman, David A. (1999). The Holocaust, Human Rights, and Democratic Citizenship Education. Social Studies, v90 n2 p53-62 Mar-Apr. Believes that there are connections among the study of the Holocaust, genocide, and human rights that support a vision of democratic citizenship. Provides three themes that focus on human rights issues by exploring the Holocaust: (1) constructing the other; (2) rationalizing injustice; and (3) courage and resistance to patterns of oppression. (CMK)…

Stone, Frank A. (1989). Doing Intercultural Literary Sociologies of Education: An Analysis of Four Case Studies. Multicultural Research Guides Series, Number Eleven. When authors portray social perspectives and address the themes of growing up and schooling, their books become potential literary sociologies of education. Four case studies are presented that demonstrate how materials of this kind can contribute to intercultural teacher education. Case study 1, "Educational Perspectives in Modern West Indian Novels," is based on a 1984 study of 16 authors from the Commonwealth Caribbean. Their portrayal of growing up in five English-speaking Caribbean societies presents insights into the educational adjustments emigrants from these societies must make. Case study 2, "Young People Caught Up in a Catastrophe: Experiences of Children and Youth Who Survived the Armenian Genocide of 1915," is based on a study of six survivors' accounts. It suggests that if today's youth read such accounts and reflected upon the impact of genocide on people their age, they would be more committed to preventing genocide in the future. Case study 3,… [PDF]

Ungar, Michael (2007). The Beginnings of Resilience: A View Across Cultures. Education Canada, v47 n3 p28-32 Sum. A close read of studies of children's development says that remarkably large numbers of children mature successfully despite exposure to poverty, war, violence, family dislocation, cultural genocide, sexual abuse, physical injury, mental illness, loss of a parent, loneliness, hunger, neglect and the numerous other crimes one commits against children. What one learns from children who survive and thrive, or what one calls resilient, is that both individual and environmental factors can protect them. However, these factors vary from one culture to another. Resilience is not an individual quality. It is a condition of the community, the school, the family, as much as a quality of the child. Among the more culturally pluralistic communities in Canada, people are likely to find many definitions of successful growth. Educators need to show humility, to ask about differences, and to demonstrate flexibility in the educational environment in order to make school more comfortable for children… [Direct]

Goughnour, Martha Jean (2013). Increasing Students' Perceptions of Being Valued through the Study of Multicultural Literature and Analysis of Diversity Related Issues in a Regular Level Sophomore English Class. Online Submission, Master of Arts Action Research Project, Saint Xavier University. The action research project report was created to remedy a lack of multicultural literature within the regular level sophomore English class and to assist regular level sophomore students' connection to their reading. The teacher-researcher also examined her students' own ethnic backgrounds, cultures, religions, economic status, gender, and/or sexual orientation in order to reinforce the students' abilities to feel comfortable; like they mattered in class. A total of 82 students participated in the study between August 2012 and January 2013. The teacher-researcher believed that the students did not feel connected to what they were reading in English class and was concerned that they might feel disconnected from classmates and teachers due to the perceptions regarding their backgrounds, cultures, religions, economic status, gender, and/or sexual orientation. The teacher-researcher used three tools to document evidence: a teacher survey (n = 18), a parent survey (n = 52), and a student… [PDF]

Rauch, Julia B. (1970). Federal Family Planning Programs: Choice or Coercion?. Soc Work, 15, 4, 68-75, Oct '70. The author discusses charges of black genocide\ and the difference between the individual and structural theories about the causes of poverty and concludes that lack of access by the poor to family planning services should be regarded as a problem in the distribution of medical services and not as a welfare problem. (Author)…

Whittemore, Katharine (1997). To Converse with Creation: Saving California Indian Languages. Native Americas, v14 n3 p46-53 Fall. Describes the Master-Apprentice Language Learning Program, which seeks to save endangered Native Californian languages by pairing speakers and nonspeakers and providing the pairs with materials, technical support, and personal support. Briefly discusses the history of American Indian genocide and language extinction in California. Includes vignettes describing program participants and their motivations. (SV)…

Brave Heart, Maria Yellow Horse; DeBruyn, Lemyra M. (1998). The American Indian Holocaust: Healing Historical Unresolved Grief. American Indian and Alaska Native Mental Health Research, v8 n2 p60-82. Argues for the existence of historical unresolved grief among American Indians. Outlines the historical legacy of war, genocide, and boarding schools resulting in intergenerational trauma and a host of associated social problems. Suggests healing strategies that integrate modern and traditional approaches to healing at the individual, family, and community level. (Contains 95 references.) (SV)…

Boersema, Jacob R.; Schimmel, Noam (2008). Challenging Dutch Holocaust Education: Towards a Curriculum Based on Moral Choices and Empathetic Capacity. Ethics and Education, v3 n1 p57-74 Mar. 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… [Direct]

Joseph, Brad (2005). Teaching about the Former Yugoslavia. Social Studies, v96 n3 p133 May-Jun. Teaching students about the former Yugoslavia can be difficult–so much diversity, so much conflict, so much culture. Yet, teaching students about the country matters for two reasons: (1) because the former Yugoslavia is an essential part of understanding World War I and the reemergence of nationalism in a postwar era, and (2) because a study of the topic involves many of the themes that the social studies field struggles to teach, such as genocide and nationalism. Furthermore, in the fifteenth and sixteenth centuries, Jews escaped persecution in Christian Europe by living under Ottoman (Muslim) rule. That often-overlooked event in history has some significant implications for the present Israeli conflict. After giving a brief summary of the region's history that includes implications for the Israeli conflict, the author explains how to use a study of the former Yugoslavia to understand the two social studies themes of genocide and nationalism. After each theme, the classroom…

Munzel, Mark (1974). The Ache: Genocide Continues in Paraguay. IWGIA Document No. 17. In 1972, the Paraguayan Roman Catholic Church protested against the massacre of Indians in Paraguay. This was followed by further protests from Paraguayan intellectuals. These protests led to the removal of Jesus de Pereira, one of the executors of the official Ache policy. Thus, the critics were appeased. Since the beginning of 1973, new protests have been heard from people who fear that the Indian situation has not really changed. There are clear indications that private killing raids against the Ache have not ceased. Life in the forests is dangerous for the Ache, since "groups of hunters, wood cutters and palmito collectors conduct real punitive raids against them". Ache Indians continue to serve as slave labour at various places. Since the Ache reservation was entrusted to the North American mission "To the New Tribes" in 1972, the material standard of the reservation Indians has risen. However, their spiritual situation is questionable. The missionaries…

Harvey, Karen D. (1991). Vanquished Americans. Social Education, v55 n2 p132-33 Feb. Presents an interdisciplinary unit for middle school students, focusing on the removal of the Cherokee and other tribes from Georgia to so-called Indian Territory, also known as the Trail of Tears. Outlines cooperative learning activities addressing whether or not this act constituted genocide. Uses excerpts from the novel, "The Education of Little Tree." (NL)…

Shand, Hope (1978). The Brazilian "Indian Emancipation Decree": Emancipation or Genocide?. American Indian Journal, v4 n12 p15-17 Dec. Reviewing the proposed Brazilian "Indian Emancipation Decree," a recent development in Brazilian Indian policy, this article asserts there is no evidence that this legislation was either proposed or petitioned by Indian people in their own self-interest. (RTS)…

McNeil, Stephen (1978). Brazilian Development vs. the Amazonian Indians. American Indian Journal, v4 n12 p4-14 Dec. We may be involved in a replay of the Indian genocide and dislocation characteristic of early U.S. history through the workings of international economics. This historical account briefly outlines the recent economic developments in the Brazilian Amazon, the effects that those policies have on the natives, and the United States' involvement in recent economic developments. (Author/RTS)…

Armitage-Simon, Wendy; Simon, Roger I. (1995). Teaching Risky Stories: Remembering Mass Destruction through Children's Literature. English Quarterly, v28 n1 p27-31 Fall. Wrestles with the questions of how teachers might understand and respond to the risk of exposing children to graphic historical narratives. Focuses on picture books and novels intended to help children remember, understand, and confront the implications of the Nazi genocide of European Jewry and the use of nuclear weapons on the people of Hiroshima and Nagasaki. (TB)…

Gorrell, Nancy (1997). Teaching the Holocaust: "Light from the Yellow Star" Leads the Way. English Journal, v86 n8 p50-55 Dec. Discusses a five-day Holocaust lesson based around Robert O. Fisch's memoir "Light from the Yellow Star: A Lesson of Love from the Holocaust." Describes class activities as students responded to Fisch's artwork, to his narrative text, living history, living prejudice, and genocide. Concludes that the memoir is an invaluable testimony and invaluable teaching tool. (SR)…

Ambrose, Don, Ed.; Sternberg, Robert J., Ed. (2011). How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking. Educational Psychology Series. Routledge, Taylor & Francis Group In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly, explores the nature and nuances of dogmatic thinking from various disciplinary perspectives, and applies the gleaned insights to what is known about creativity. Bringing together leading thinkers in the fields of creative studies and education, and in other relevant fields (history, sociology, psychology) whose work pertains to the various dimensions of dogmatism and the ethical problems it generates, this panoramic view represents interdisciplinary bridge building with the potential to generate new insights about the education of creative young minds. This book is divided into five parts. Part I, Introduction: The Need for Attending to the Influence of DOGMATISM on Creative Intelligence,… [Direct]

Morgan, Joyce Vining (2006). Yves: Hope against the Odds. Journal of College Admission, n192 p6-9 Sum. This article relates the story of Jean-Yves Ngabonziza, a full-need international student. During his senior year, on Rwandan National Mourning Day, April 6, 19-year-old Yves spoke to the entire school community for the first time about his past and the past of his native country. He began with the history of central Africa, introduced the factions of the Rwandan conflict, described the genocide ("a civil war that erupted into genocide"), told how it played out and resolved. It was a remarkably professional presentation, in Yves' fourth language. Yves' education was made possible by the efforts of a Chicago-based Congolese man intent upon establishing a foundation for young Central Africans to be educated in the United States. With the assurance that his organization would provide for Yves' postsecondary education, Yves received a full scholarship package and stipend. The author contends that if individual philanthropists and foundations could match a college offer of a… [PDF]