Thapliyal, Nisha (2023). Unmasking Transnational Hindutva: Activist Knowledge Practices from the Indian Diaspora. Globalisation, Societies and Education, v21 n5 p720-733. Activist research that conducts social investigation and analysis can be the key first step in organising at the grassroots and movement building. This paper critically analyses two research reports titled 'The Foreign Exchange of Hate' (Sabrang/Coalition against Genocide 2002) and 'In Bad Faith' (Awaaz South Asia Watch 2004) produced by progressive activists situated in progressive mobilisations in the North American and British South Asian diasporas. This research was amongst the earliest to systematically investigate and expose the transnational networks and activities of Hindu nationalism. Drawing on the scholarship of Aziz Choudry, I discuss key influences, goals, impacts and costs of these activist research projects. The analysis offer situated insights into the relationship between activist research and movement-building in the context of collective resistance to Hindu nationalism in Eurocentric, liberal multicultural societies…. [Direct]

Davidson, Petrina M. (2018). Secondary Social Studies Curriculum in Post-Genocide Rwanda as Mediated by UNESCO and Post-Holocaust Education in Germany. ProQuest LLC, Ph.D. Dissertation, Lehigh University. This research examines the interaction between international governmental organizations (IGOs) and national governments around the development of secondary social studies curriculum in post-genocide contexts, with a special focus on the United Nations Educational, Scientific, and Cultural Organization's (UNESCO) involvement with secondary social studies curriculum development in Rwanda. This research also explores the existence and development of a set of international norms and expectations regarding the development of curriculum in post-genocide contexts, a model which can be traced back to Germany following World War II, including both post-Holocaust education in Germany and Holocaust education more broadly. UNESCO, which plays a significant role in the redevelopment of the education systems in developing and post-genocide contexts, uses its international position to influence national level education policy development. Using a conceptual framework that draws on previously used… [Direct]

van Kessel, Cathryn (2018). Banal and Fetishized Evil: Implicating Ordinary Folk in Genocide Education. Journal of International Social Studies, v8 n2 p160-171. Genocide education would benefit from a renewed focus on how ordinary people perpetuate atrocities more so than villains. Ordinary evil is often understood via Hannah Arendt's political theory, which explains how people can contribute thoughtlessly to genocide. This "banality of evil" explains an important aspect of human behavior, especially when understood in conjunction with Elizabeth Minnich's work on intensive and extensive evil, as well as with Stanley Milgram's research on obedience. Yet Arendt, Minnich, and Milgram do not explain ordinary people who become eager killers. Thus, the addition of Ernest Becker's idea of the fetishization of evil is important. Students would benefit from engaging with Arendt and Becker's theories in tandem, as well as from learning about disobedience and ways to expand fetishized perceptions of others…. [PDF]

Dorais, Stephanie; Gutierrez, Daniel; Mutanguha, Freddy; Smith, James M. (2019). Humanity Education as a School-Based Intervention for Healing. Journal of School-Based Counseling Policy and Evaluation, v1 n3 Article 2 p62-70 Dec. Violence is a large-scale public health concern that impacts the mental health of people all over the world. There is a critical need for early intervention strategies that prevent violence and foster humanity and well-being. Traditional approaches to violence prevention focus on inhibiting antisocial behavior, overlooking the benefits of promoting positive values, humanity, and prosocial behavior. Aegis Trust is an international organization dedicated to the prevention of future genocides and promotion of humanity globally through education. It developed an educational methodology that has shown evidence of effectiveness in recovering from trauma, promoting humanity, and preventing violence in post-genocide Rwanda and other countries that have experienced conflict. This program, known as Champion Humanity (CH), was found to increase positive behaviors and attitudes. The purpose of this article is to describe the core principles of Humanity Education, the CH program, and propose its… [PDF]

Lam, Kevin D. (2019). Critical Ethnic Studies in Education: Revisiting Colonialism, Genocide, and US Imperialism–An Introduction. Equity & Excellence in Education, v52 n2-3 p216-218. A critical ethnic studies in education is a way to extend or push notions of equity and justice in education. It is necessary given the deleterious impact of neoliberal policies and practices that support an a historical, apolitical, and non-materialist understanding of history. The four articles in this symposium offer a critical comparative studies in education and provide a basis of analysis around themes like genocide, colonialism, and imperialism…. [Direct]

Thida Kheang (2024). Leading Educational Reconstruction in Post-Conflict Cambodia: Perspectives of Primary School Leaders. Educational Management Administration & Leadership, v52 n1 p189-207. Despite the growing academic interests in educational leadership recently, hardly any of it has focused on post-conflict situations. This paper seeks to generate an understanding of the perspectives of primary school leaders in post-conflict Cambodia on the issues they face in the process of educational reconstruction and development and the strategies they adopt to deal with those issues. A qualitative research approach within the interpretivist paradigm was adopted to guide the study. Semi-structured interviews were used to collect data with 20 primary school leaders. Data were analysed using grounded theory data analysis methods, namely, open coding and analytic induction. The study argues that while there has been substantial progress in educational reconstruction generally in post-conflict Cambodia, primary school leaders face multiple issues in their day-to-day work. Some of the issues may be specifically attributed to the legacies of armed conflict and genocide while others… [Direct]

Burke, Jacqueline; Clarke, Ivan; Harrison, Neil (2023). Risky Teaching: Developing a Trauma-Informed Pedagogy for Higher Education. Teaching in Higher Education, v28 n1 p180-194. This paper presents the results of a three-year study of the impacts of teaching about the experiences of trauma on students studying to become teachers. The project's overarching objective is to develop an effective trauma-informed pedagogy that can support students who learn about the experiences of the 'Stolen Generations', the Holocaust, wars, and genocide. Following a presentation from a member of the Stolen Generations, students reported strong emotional impacts, indicating heightened arousal and defensive dissociation. Results indicated that effective teaching about the experiences of trauma must be accompanied by management processes that will mitigate the potential detrimental emotional impacts on such learning. We conclude that the reflexive power of narrative can implicate the student in her or his own life, as well as in the lives of others. Of critical importance is a recognition that both Indigenous and non-Indigenous lives are bound to one another in contemporary… [Direct]

Taka, Miho (2023). When Education in Emergencies Fails: Learners' Motivations for a Second Chance Education in Post-Conflict Rwanda. Compare: A Journal of Comparative and International Education, v53 n2 p217-234. There has been an increasing effort to deliver Education in Emergencies (EiE) from the international community since the 1990s because of protracted humanitarian situations. Despite the growing attention to EiE, many children in conflict-affected situations miss schooling without having the opportunity to receive a second chance education (SCE), or voice their perspectives on this situation. Given the gaps within EiE, this paper focuses on the largely overlooked issue of out-of-school children and young people resulting from conflict, and potential for an SCE. Based on 23 life story interviews conducted in Rwanda, it examines how learners in post-genocide Rwanda made sense of the complex education journey that they undertook and their motivations for an SCE. The research demonstrates various motivations, including both intrinsic and extrinsic, using self-determination theory. It provides learners' perspectives on education that are currently missing in the EiE field…. [Direct]

Choate, Peter W.; MacLaurin, Bruce; St-Denis, Natalie (2022). At the Beginning of the Curve: Social Work Education and Indigenous Content. Journal of Social Work Education, v58 n1 p96-110. Canada, like other nations with colonizing histories and ongoing colonial practices marginalizing Indigenous peoples, is searching for pathways leading to reconciliation. The Truth and Reconciliation Commission called on the social work profession to engage in the decolonization of social work structures and processes, including how it educates entrants in the profession. This article reports on a project that used focus groups with social work faculty in two Canadian universities to explore perceptions about the ways change might be accomplished. From faculty viewpoints, four main themes are identified: coming to know about colonization, assimilation, and genocide; struggling with whose story it is to tell; questioning individual and collective responsibilities in decolonizing social work; and accepting truth first and trauma stories for reconciliation…. [Direct]

Dunn, Joe P. (2019). The Politics of Evil: Teaching a Political Violence Film Course. History Teacher, v52 n3 p499-522 May. Joe Dunn has been a college professor for over forty-eight years. He teaches courses on the Vietnam War, the Cold War, Middle East conflict, and Revolutions and Totalitarian Regimes. The number of wars has increased, and his courses address other areas of national security, terrorism, and political tyranny as well. The course discussed here had its origins in a 2008 offering specifically on genocide. His students were/are at least aware of the Nazi Holocaust, although, despite focus on the subject in recent decades in the public schools, deeper understanding remains superficial. They remain largely oblivious about the Armenian, Cambodian, Balkan, and Sudanese genocides. Over the last decade, his course grew beyond genocide to include other areas of violence as well, and films became more and more central in the pedagogy. The model outlined in the article is a films course. A whole course could be offered on any one of the topics covered in the films, but on the eternal issue of… [PDF]

Albert Sangr√ ; Juliana Elisa Raffaghelli; Stefania Manca (2024). Participating in Professional Development Programmes or Learning in the Wild? Understanding the Learning Ecologies of Holocaust Educators. British Educational Research Journal, v50 n1 p307-330. Holocaust education, which refers to the teaching and learning of the Holocaust–the systematic genocide of six million Jews by Nazi Germany and its collaborators during World War II–is an essential component of history and social studies education in many countries. Its primary aim is to raise awareness of the Holocaust, promote understanding of its historical significance and develop critical thinking and empathy in students. However, despite the increasing specialisation and institutionalisation of Holocaust education, there is still a lack of understanding of how Holocaust educators acquire the knowledge and skills necessary to teach the subject effectively. This study aims to explore the learning ecologies of a group of Italian Holocaust educators, focusing on their motivations for initial and lifelong learning and their learning practices. Ten in-depth interviews were conducted with teachers from different subject areas. The results showed that participants were driven by… [Direct]

Tha, Na Gya; Wus, Thay (2017). Aa Ah Nak. Cogent Education, v4 n1 Article 1390821. In this article, Aa Ah Nak, the authors' methodology presents not only various reflections but also diverse contradictions about the Aa Nii language as well as language revitalization. This article explores language foundation and how the Aa Nii language revitalization is inextricably linked to the genocide and resulting historic trauma pervasive in today's Aa Nii communities. This article provides salient examples of clashing worldviews around these revitalization efforts and offers solutions on how to walk through language genocide and to empower Aa Nii people…. [Direct]

Taka, Miho (2020). The Role of Education in Peacebuilding: Learner Narratives from Rwanda. Journal of Peace Education, v17 n1 p107-122. This paper examines the role of education in post-conflict recovery and peacebuilding, because there is a limited evidence base, specifically from the learners' point of view. The findings from Rwanda, where education was used for discrimination and marginalisation throughout its history and is now a pillar of national unity and reconciliation in the post-genocide education reforms, contribute to the literature on education and conflict. They have highlighted two unique roles of education in peacebuilding: providing cognitive rewards and transforming the values of learners, which enables humanisation…. [Direct]

Karami, Sareh; Parra-Martinez, Fabio Andres (2021). Foolishness of COVID-19: Applying the Polyhedron Model of Wisdom to Understand Behaviors in a Time of Crisis. Roeper Review, v43 n1 p42-52. We live in a world and a time full of challenges. Social inequality, discrimination, global political instability, wars, genocides, terrorism, nuclear and biological weapons, climate change, waste disposal, and species extinction, among others, are constant threats. These pressing issues require attention and solution. Wisdom rises as the overarching construct to holistically address complex human phenomena. Using the Polyhedron Model of Wisdom as a framework to analyze crises, the authors address the current COVID-19 pandemic. People's and leaders' reactions to the crisis are evaluated using seven Wisdom components: knowledge, intelligence, creativity, self-regulation, openness and tolerance, altruism and moral maturity, and sound judgment. Implications of the implementation and promotion of wisdom for ethical problem-solving are discussed…. [Direct]

Mahrdt, Helgard (2022). Responding to Wrong Doing. Ethics and Education, v17 n2 p197-210. I argue that educators, by introducing young people to various ways of responding to wrongdoing, help prepare them for the task of acting in and taking responsibility for the world. I begin by (a) introducing Hannah Arendt's understanding of the world, the characteristics of action as unpredictable, boundless and irreversible, i.e. the frailty of human affairs. I then move to (b) what Arendt calls the 'power of forgiveness.' Forgiving is an action, and as such is free and unpredictable. Moreover, (c) forgiving concerns the person not the deed. To understand the implications of this, I introduce Arendt's understanding of being a person in distinction to being merely human. I then ask whether all deeds are forgivable, which brings me to (d) the new crime against humanity. Finally, I ask (e) whether one can be reconciled to acts, such as genocide and whether solidarity with the wrongdoer is possible…. [Direct]

Agostini, Tiziano; Apuzzo, Gian Matteo; De Vita, Chiara; Passolunghi, Maria Chiara; Pellizzoni, Sandra (2019). Evaluation and Training of Executive Functions in Genocide Survivors. The Case of Yazidi Children. Developmental Science, v22 n5 e12839 Sep. Executive Functions (EFs) development is critically affected by stress and trauma, as well as the socioeconomic context in which children grow up (Welsh, Nix, Blair, Bierman, & Nelson, 2010, Journal of Educational Psychology, 102, 43-53). Research in this field is surprisingly lacking in relation to war contexts. This study represents a first attempt at addressing this topic by evaluating EFs in Yazidi children. The Yazidi community is an ethnic and religious minority living in Iraq. From August 2014 onwards, the Yazidi community has been the target of several atrocities perpetrated by ISIS and described as genocide by the international community at large. The University of Trieste, thanks to a program financed by the Friuli Venezia Giulia Region, developed a study aimed at (a) evaluating hot and cool EFs in children living in a war context and (b) developing a specific training method to enhance hot and cool EFs in Yazidi children of preschool age (N = 53). Data related to this… [Direct]

Darah Tabrum (2024). Leading with Cultural Sustainability, Indigenous Kinship, and Ancestral Heritage: A Multisite Case Study Navigating Dine School Leadership in New Mexico. ProQuest LLC, Ph.D. Dissertation, New Mexico State University. Indigenous K-12 school leaders contribute to Tribal Nation building by leading schools that recognize and embed student culture. A large body of literature suggests the importance of culturally responsive leadership and recognizing students' cultural strengths within the foundations of the school. Indigenous K-12 school leaders' work toward decolonizing schools is critical considering the context of the Indian boarding school era where schools were used as a weapon of assimilation and genocide. This study examines the mindsets and leadership practices utilized by Dine K-12 school leaders in Northern New Mexico as they embed student and community cultural capital within their schools. This study contributes to the growing literature surrounding the practices of Indigenous K-12 school leaders and their contributions to the self-determination of Tribal Nations through their approaches to leadership. Furthermore, how leaders with a social justice approach acknowledge cultural wealth and… [Direct]

Papastephanou, Marianna (2021). Open-Mindedness and the (Un)Controversial in Classrooms. Educational Theory, v71 n5 p561-588 Oct. Educational-theoretical discussions of open-mindedness and closed-mindedness focus on the moral benefits and hazards of these dispositions in pedagogical encounters with the new and hitherto alien. Such discussions often employ spatial metaphors of openness and rely on politically safe examples to illustrate ambiguous enactments of open-mindedness and closed-mindedness as epistemic or moral virtues and vices. This article explores how a shift in our metaphors and a change in attention from the new to the "inflammatory (un)controversial" may complicate current outlooks on open-mindedness and politicize it differently. To illustrate this critique of virtue-theoretic approaches to open-mindedness, the article uses fictive classroom exchanges on Holocaust and genocide denialism as (un)controversial material that ignites minds…. [Direct]

Rodriguez, S. M. (2022). "Black Dreams, Electric Mirror": Cross-Cultural Teaching of State Terrorism and Legitimized Violence. Teaching Sociology, v50 n4 p392-398 Oct. Sci-fi has the power to open dialogue because its alternate world-building enables students to feel far enough from reality to discuss social problems unreservedly. In this essay, I review an assignment I developed using "Black Mirror" and "Philip K. Dick's Electric Dreams" that present episodes in which militarized policing, segregation, and genocide occur with the consent and complicity of populations convinced that these measures enable their safety. Paralleling U.S. carceralism, the fictional communities have been inundated with media and political advertising for greater segregation but have themselves never experienced the criminalized violence that justifies widespread state harms. Through a generative dialogue engaging the media, a discussion question, and the concept of state terrorism, students move to observe their positionality and critically assess state violence. Therefore, I recommend this teaching tool for any critical instructors–especially… [Direct]

Flores Carmona, Judith; Hamzeh, Manal (2022). Critical Reflexi√≥n and Pl√°tica~Testimonio/Haki~Shahadat: Enacting Decolonial Praxis of Solidarity from the Mexico-US Borders to Palestine. Curriculum Inquiry, v52 n3 p266-274. In this pl√°tica, we share how we have deployed the methodologies of critical reflexi√≥n and pl√°tica~testimonio/haki~shahadat, which helped us enact a decolonial praxis of solidarity with intentional acts that grounded us in border thinking and opened the possibilities of creating an otherwise of love and harmony. We illustrate a praxis of solidarity stemming from our negotiation of differences, experiences of each other/beside each other in different moments and different sites of resistance inside and outside academia. Part of this praxis is exemplified in our co-femtoring other colleagues, faculty, and graduate students of Color and co-teaching/co-creating digital testimonios in the classroom. We also illustrate an interdependent solidarity collaborating in a US Hispanic Serving Institution on Mexico-US borders and in Cairo, Egypt and co-teaching/co-learning Palestine historically and at another moment of genocide. Inside and outside academia, we do our solidarity expansively, in… [Direct]

Bentrovato, Denise (2017). Accounting for Genocide: Transitional Justice, Mass (Re)Education and the Pedagogy of Truth in Present-Day Rwanda. Comparative Education, v53 n3 p396-417. Vigorous debate has recently arisen on the particular contribution of education to transitional justice (TJ). This article, focusing on the case of post-genocide Rwanda, raises the question of the possibilities, limitations and desirability of approaches which seek to impose, through education, top-down forms of reconciliation. The article employs the concepts of "mass (re)education" and "pedagogy of truth" to characterise the approach used by Rwanda's post-genocide government to reshape and reconcile society, and reflects on the extent to which the past thus taught can be employed in furthering TJ goals. Drawing on extensive fieldwork, the study evaluates Rwanda-style practices by examining history and civic education programmes alongside young people's utterances on the "truth" of historical wrongs. Concluding, it casts doubt on the transformative and conciliatory value of "pedagogies of truth" that seek to recast identities and inter-group… [Direct]

Carol A. Mullen (2024). Weaponizing Settler Slogans to Mandate Colonial School Policy in the Americas: Transformation through Indigenous Futurity. Policy Futures in Education, v22 n8 p1540-1553. The topic of this academic review is settler slogans that mandate colonial school policy in North America. Also discussed is Indigenous futurity as a strategy for transforming education and countering the educational harm that comes from weaponized language. Beginning in 1887, the US federal government authorized colonial schooling, using the dangerous educational clich√© "Kill the Indian in him, and save the man." The purpose of this article was to illuminate this weaponizing rhetoric in education, which served as a guiding principle for imposing Indigenous assimilation that manifested as federal policy in the Americas. Research questions were, How did the kill-and-save slogan shape US and Canadian education and policy? How can the concept of Indigenous futurity improve Indigenous education? Colonial settler efforts to control tribal nations with weaponizing rhetoric leveled at education policy, public perception, and compulsory boarding/residential schools are exposed…. [Direct]

Avinash Pandey; Renuka Ozarkar (2025). Reworking the Aesthetics of Language Use: The Multilingual Challenge for NEP 2020. Contemporary Education Dialogue, v22 n1 p75-101. This article focuses on the ever-increasing stress on multilingual education (MLE) in policy documents, especially its pairing with mother tongues in education (MTE). This focus brings into relief the relationship between MTE, the preservation of linguistic diversity and social democracy. We argue that the outcome of this relationship crucially depends on the nature of processes involved in bringing the mother tongues into the premise of education and transforming them into the languages of stage discourse. The challenges before a substantive vision of MLE include adopting a bottom-up, inclusive approach rather than a top-down, authoritarian one, thereby challenging the existing elitist linguistic aesthetics. We contend that it is only through such a challenge that we can move towards an inclusionary multilingual approach to educational practices. These aesthetic principles constitute the bastion of hegemonic practices of the elite through which they determine the citizenship of the… [Direct]

Sadique, Kim; Tangen, James (2022). 'I Feel Like I Can't Do a Lot': Affectivity, Reflection and Action in 'Transformative' Genocide Education. Journal of Adult and Continuing Education, v28 n2 p522-539 Nov. Guided tours of memorial museums have sought to have an impact on visitors through an affective learning environment and critical reflection leading to 'action'. However, there is limited work investigating the pedagogical underpinnings of such guided tours in order to understand whether they can facilitate action. This paper presents reflections of 21 students' experiences of educational visits to the former Nazi extermination and concentration camp Auschwitz-Birkenau, Poland between 2017 and 2018. Students identified the guided tour of Auschwitz-Birkenau as having an affective dimension that enhanced understanding and brought about a perspective transformation but action was ill-defined. In considering ill-defined action, this paper attempts to frame understanding of the guided tour of the memorial museum within the context of Transformative Learning. It concludes that guiding practices should incorporate space for reflection and provide examples of potential 'action' so that… [Direct]

Reima Al-Jarf (2024). The Gaza-Israel War Terminology: Implications for Translation Pedagogy. Online Submission, International Journal of Middle Eastern Research v3 n1 p35-43. Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations,… [PDF]

McNamara, Tim (2020). The Anti-Shibboleth: The Traumatic Character of the Shibboleth as Silence. Applied Linguistics, v41 n3 p334-351 Jun. This article discusses the familiar notion of the shibboleth in situations of exclusion, focusing on the non-use, rather than the use, of language, for which I propose the term the anti-shibboleth. The article begins with an introduction to the concept of the shibboleth, giving examples from situations of violent conflict and suppression such as the Holocaust and the Cambodian genocide, and goes on to develop the notion of the anti-shibboleth, using further examples from such contexts. It then considers the situation of Aboriginal Australians in the period up until 1967 in the light of the concept. The article concludes with a discussion of the way in which we may understand the anti-shibboleth theoretically, drawing on insights from poststructuralism…. [Direct]

Clarke, Simon; Karareba, Gilbert; O'Donoghue, Tom (2019). Leading Rwandan Primary Schools: Some Deliberations on the Past, Present, and Future. International Journal of Educational Reform, v28 n1 p79-98 Jan. This article is premised on the belief that research on educational leadership should embrace different settings. Accordingly, a Rwandan study is reported informed by three interrelated aims regarding primary school leadership: to understand its historical background from colonial times to 1994 (the genocide year), to understand developments occurring from 1994 to 2014, and to understand perspectives of primary school leaders on their concerns. Data gathering methods comprised interviews, document analysis, and observation. Key outcomes of the study are articulated according to propositions relating to each research aim illuminating the past, present, and future of primary school leadership in Rwanda…. [Direct]

Gray, Michael (2014). Twenty Years On: Finding a Place for the Rwandan Genocide in Education. Intercultural Education, v25 n5 p391-404. The Rwandan genocide was perhaps the most paradigmatic human rights catastrophe in the post-Holocaust era, which challenged the mantra of "never again." Yet as we approach the twentieth anniversary, it remains a relatively marginalised entity within mainstream English education. This paper argues that a study of the Rwandan genocide introduces a number of important issues, which are not emphasised within Holocaust education. It also draws upon a small-scale empirical study of 41 teachers' attitudes in England, perceptions and experiences of teaching the genocide in a range of disciplines and demonstrates emerging patterns on how it is integrated into curricula and individual lessons. It concludes by advocating the study of the Rwandan genocide in its own right and the importance of students appreciating its contemporary relevance…. [Direct]

Napoli, Michelle (2019). Ethical Contemporary Art Therapy: Honoring an American Indian Perspective. Art Therapy: Journal of the American Art Therapy Association, v36 n4 p175-182. As a profession that formed in relation to larger forces within science, psychology, and more, the field of art therapy is not immune to the systems of oppression woven throughout Western culture and has incorporated practices that, even unwittingly, perpetuate the oppression of American Indian peoples today. This article contextualizes the U.S. art therapy field within the larger legacy of historical, systematic efforts to eradicate Native sovereignty in the United States, questions the subordinate position of Indigenous peoples, and critically examines and deconstructs the continued oppression of American Indian peoples today through situated and subjugated knowledge, cultural appropriation, cultural genocide, and colonial amnesia…. [Direct]

Anthony Downer II; Nadia Behizadeh (2024). In Defense of a Critical Education. Social Education, v88 n4 p228-233. In Georgia, the recent "Protect Students First Act," or GA HB 1084, states that curricula and training programs should refrain from judging others based on race or advocate for divisive concepts such as "One race is inherently superior to another race," or that "the United States of America is fundamentally racist." In the face of this type of legislation, teachers and teacher educators across the nation are grappling with how to respond. How are teachers and students to discuss the racist origins of the United States? How are they to reckon with the foundations of slavery and Native American genocide at the roots of the country's founding? How are teachers to include discussion of LGBTQ experiences, socioeconomic inequalities, religious persecution, and other topics that might be considered "too political" in the current climate? In the context of divisive concepts legislation, Anthony, a high school social studies teacher who identifies as a… [Direct]