Mirfakhraie, Amir; Ribkoff, Fred (2015). Voices of the Oppressed and Oppressors First, History and Theory Last. College Quarterly, v18 n3 Sum. The authors illustrate the process of a radical pedagogical paradigm shift from the teaching of oppression within historical and theoretical frameworks to a focus on the voices and experiences of the oppressed and oppressors uninterrupted by voices of the experts. This paradigmatic change evolved as a result of co-teaching a fourth-year global studies course with a month-long seminar on the Holocaust. More specifically, this paper explores the journey of moving away from a traditional method of teaching genocide and racism in which the voices of victims and perpetrators of oppression are situated within historical and theoretical or expert frames of reference to a focus on such voices and student responses to them–"survivors by proxy"–first, while introducing history and theory after students have formulated their own dialogically-based frames of understanding systemic forms of oppression…. [PDF]

Kelso, Michelle (2013). "And Roma Were Victims, Too." The Romani Genocide and Holocaust Education in Romania. Intercultural Education, v24 n1-2 p61-78. While Holocaust education has been mandatory in Romanian schools for over a decade, educators do not necessarily teach about it. Distortion and obfuscation of Romanian Holocaust crimes during the communist and transition periods means that teachers, like the majority of Romanians, know little about their country's perpetration of genocides. From 1941 to 1944, the Romanian regime transported part of its Jewish and Romani populations to death camps in Transnistria, where over 200,000 Jews and over 10,000 Roma were killed. Under communism, blame for genocides was placed solely on Nazi Germany, thereby absolving Romanian perpetrators. Post-communism, the official narrative has slowly come under scrutiny, allowing for a restructuring of World War II history to incorporate the deportations and deaths of the country's Jews and Roma. Ignorance about the Holocaust and prejudice about the minorities affected are at the root of non-compliance in teaching. This is especially the case for the… [Direct]

Staub, Ervin (2013). Building a Peaceful Society: Origins, Prevention, and Reconciliation after Genocide and Other Group Violence. American Psychologist, v68 n7 p576-589 Oct. The 20th century was a century of genocide and other great violence between groups within societies. Already at the beginning of the 21st century, there have been mass killings, civil wars, violent conflict, and terrorism. This article summarizes influences that tend to lead to intense group violence. It then considers prevention, stressing early prevention–and reconciliation as an aspect of prevention–and focusing on central principles and practices. The principles include developing positive orientations to previously devalued groups; healing from past victimization and promoting altruism born of suffering; moderating respect for authority; creating constructive ideologies; promoting understanding of the origins of violence, its impact, and avenues to prevention; promoting truth, justice, and a shared history; and raising inclusively caring, morally courageous children. Practices related to all of these are also discussed. The article stresses the role of progressive change, that… [Direct]

Adler, Julie; Ernst, Beth Kozbial; Wonder, Kelly (2016). Developing a University Learning Community of Critical Readers and Writers: The Story of a Liberal Arts and IEP Partnership. TESOL Journal, v7 n1 p67-97 Mar. Integrating English language learners into the academic mainstream is a critically important goal. For students who are learning content in their second or third language as well as negotiating the university's social context, integrating into the mainstream academic environment can be challenging. Instructors at a public university intensive English program (IEP) addressed these problems by developing a common reading project and creating a learning community composed of U.S. native-English-speaking freshman in a critical reading class and intermediate- and advanced-level IEP students in integrated skills courses. Communities of practice, inquiry, and creativity were built through the process of coplanning and coteaching and through methods and activities implemented in the classroom. Through collaboration on a common reading and theme, "Night" by Elie Wiesel, and genocide, the instructors built a supportive learning environment that was mutually beneficial to both groups…. [Direct]

Thorsen, Mark J. (2010). Teaching about Genocide: A Cross-Curricular Approach in Art and History. ProQuest LLC, Ph.D. Dissertation, University of Denver. This study describes the experiences of suburban area high school 10th, 11th, and 12th grade art students immersed in a cross-curricular study of the Holocaust and genocide. Three participant-educators, art teachers, and I, a history teacher, designed a two week curricular unit which was implemented in January, 2010, to increase student-participant awareness and action to address the global problem of genocide. This cross-curricular unit used non-discursive sources of testimony in a variety of forms of representation to inspire student-participant artwork. Four research questions guided this study: How do educators use a variety of forms of representation to teach the complexities of genocide? What were the experiences of student-participants and participant-educators engaged in this curriculum? What types of meaning can be gleaned about genocide education by employing a variety of forms of representation? What meanings can students demonstrate about genocide by using a variety of… [Direct]

Polak, Karen (2013). Teaching about the Genocide of the Roma and Sinti during the Holocaust: Chances and Challenges in Europe Today. Intercultural Education, v24 n1-2 p79-92. This article presents several projects, initiated during the first decade of the twenty-first century, that aim to make the history of the genocide of the Roma more known within the educational field. Some general challenges we face in teaching about the history of a group that is both the largest minority in Europe and, according to the European Commission, the most marginalized one, are discussed. We especially highlight the Council of Europe's initiative entitled "Fact Sheets on Roma History," the work of the International Holocaust Remembrance Alliance and the development of two educational websites, both launched in 2012. (Contains 2 tables and 20 notes.)… [Direct]

Kollontai, Pauline (2015). Emotional Intelligence in Higher Education: Using Art in a Philosophical Discussion on God, Evil and Suffering. Research in Education, v93 n1 p66-76 May. The use of emotional intelligence in peace-building has grown significantly during the past few years. Many projects across the world include some form of art activity to help victims of conflict, both individually and together across conflicting parties, in shaping a political process which enables a more profound understanding of each other with the aim of reconciliation and building a future where the break-down of societies into violence are less likely to occur. This led me to consider how the use of paintings/drawings, done by the victims or witnesses of conflict such as war, genocide and ethnic cleansing, could contribute to the learning experience of students undertaking an elective module on the Philosophy of Religion which addressed the issues of God, evil and suffering. The findings presented here are the result of a qualitative study I undertook with undergraduate students on this elective module over a period of three years…. [Direct]

Nates, Tali (2010). "But, Apartheid Was Also Genocide…What about Our Suffering?" Teaching the Holocaust in South Africa–Opportunities and Challenges. Intercultural Education, v21 suppl 1 pS17-S26. Participants in South African educator workshops focusing on teaching the Holocaust and the 1994 genocide in Rwanda frequently declare that apartheid was also genocide. These comments seem like a cry to recognize that South Africa's past of human-rights abuses and pain also deserves a definition, and genocide seems to be the desired title of ultimate suffering. How do you teach the Holocaust and use it as a tool to understand human rights and democracy in a country recovering from the legacy of apartheid? Is it possible to make connections between the Holocaust and current issues in South Africa, such as xenophobia? And what are the best practices with respect to teaching the Holocaust in a large and diverse country, with 11 official languages and vastly different levels of education? (Contains 7 notes.)… [Direct]

Gudgel, Mark (2013). A Short Twenty Years: Meeting the Challenges Facing Teachers Who Bring Rwanda into the Classroom. Teaching History, n153 p46-54 Dec. As the twentieth anniversary of the 1994 genocide in Rwanda approaches, Mark Gudgel argues that we should face the challenges posed by teaching about Rwanda. Drawing on his experience as a history teacher in the US, his experience researching and supporting others' classrooms in the US and UK, his training in Holocaust education and his knowledge and experience of Rwanda, Gudgel identifies some of the most common challenges facing teachers. He offers practical advice, some principles for continued development of suitable approaches and his personal reflections on the importance of bringing Rwanda's history into the classroom…. [Direct]

Greene, Perry; Sealey-Ruiz, Yolanda (2015). Popular Visual Images and the (Mis)Reading of Black Male Youth: A Case for Racial Literacy in Urban Preservice Teacher Education. Teaching Education, v26 n1 p55-76. In the majority of public schools across the nation, Black male youth are undergoing what can be deemed as "educational genocide"–the killing off of any chances for an equitable education. This dramatically decreases opportunities for Black male youth to develop into fully participating citizens in a democratic society. In many ways, race is the silent killer because it is frequently masked. Preservice teachers often take their cue for how to treat Black male students from existing stereotypes about Black males and media representations of them. In this article, we argue for the development of racial literacy in preservice teacher education programs as a pedagogical method to mitigate the misreading of Black male students in teacher candidates' fieldwork experiences and subsequently in their future classrooms. Our argument operates from the premise that in a time when diversity, multiculturalism, and inclusion are more widely recognized than ever before, the notion of… [Direct]

Totten, Samuel (2009). Life in the Aftermath of the 1994 Rwandan Genocide. Social Education, v73 n6 p282-286 Oct. For six months in 2008, as a Fulbright Scholar, this author served as a senior researcher at the Centre for Conflict Management at the National University of Rwanda where he conducted research into the lives of survivors of the 1994 genocide. The research comprised lengthy interviews (between seven and fifteen hours) with each survivor. The findings are both telling and depressing. The genocide was a low-tech affair, as hundreds of thousands of people were killed at the hands of machete-, spear-, and nail-studded club-wielding perpetrators. For that reason, the Rwandan genocide is frequently referred to as "the machete genocide." In this article, Totten describes current day Rwanda, and provides insight into what a representative group of survivors continues to face in the aftermath of the genocide. (Contains 5 notes.)… [Direct]

Seibert, Eric A. (2014). When God Smites: Talking with Students about the Violence of God in Scripture. Teaching Theology & Religion, v17 n4 p323-341 Oct. This article emphasizes the need for religious educators to address the issue of divine violence in Scripture with students, and it offers various pedagogical strategies for doing so. The focus is on violent Old Testament texts, with special attention given to the issue of Canaanite genocide. A general framework for structuring class time around divine violence in Scripture is proposed which includes (1) encouraging students to encounter violent biblical texts firsthand, (2) helping them understand why people find these passages problematic, and (3) offering various options for dealing with the potential problems these passages raise. In the second half of the article, significant attention is devoted to a number of practical considerations that should be taken into account when talking about this sensitive issue in class. A brief word about assessment is offered at the end…. [Direct]

Model, David (2009). The Anonymous Member of the Interhamwe: Bill Clinton's Complicity in the Rwandan Genocide. College Quarterly, v12 n3 Sum. Ranked as one of the great human rights tragedies since World War II, the Rwandan genocide, which left 800,000 dead in its wake, is commonly understood in the context of a tribal internecine conflict between the Hutus and Tutsis. The event that triggered the genocide is imputed to the shooting down of a plane carrying the President of Rwanda and Burundi, responsibility for which has been attributed to Paul Kagame, current President of Rwanda and leader of an army comprising Tutsi refugees based in Uganda called the Rwanda Patriotic Front (RPF). Before examining the author's claim that former President Clinton was complicit in the genocide, he first examines the meaning of "complicity" and also the obligation of states to prevent genocide as stated in Article 1 of the Genocide Convention. In this paper, the author proves that not only did the United States fail to act on its own or collectively with other states but deliberately took actions to prevent the United Nations… [PDF]

Hughes, Robin L.; Kearney, Kerri S.; Krumm, Bernita; Satterfield, James W. (2013). Organized for Genocide: Student Reactions and Learning from Use of Emotive Documentaries on the Holocaust. Journal of Management Education, v37 n3 p342-366 Jun. This article reports the qualitative analysis of the use of highly emotive documentaries of the Holocaust in a graduate-level organizational theory class. Specifically, the article looks at student reactions and impacts on learning. Student-produced work captured a broad range of reactions that led to increased insights about organizations (the macro level) and behavior within them (the micro level). Students exhibited strong internal drives to apply knowledge gained in their work to their own organizations. Student engagement increased markedly. Reports of data include numerous vivid accounts of their experiences written by the students themselves. Reflections on the scaffolding used to support this emotionally based learning are included to support readers who choose to apply the findings in their own teaching practices. (Contains 1 note.)… [Direct]

Judson, Leanne (2013). "It Made My Brain Hurt, but in a Good Way": Helping Year 9 Learn to Make and to Evaluate Explanations for the Holocaust. Teaching History, n153 p18-24 Dec. Why genocides occur is a perplexing and complex question. Leanne Judson reports a strategy designed to help students think about perpetration and evaluate and propose explanations for perpetrators' actions. Students in a mixed ability class were given explanations of differing levels of complexity to evaluate, drawing on a wide range of complex materials about perpetrators as "real" people rather than simply "monsters". Students were also provided with explicit guidance to help them scaffold their arguments, in explanation or in evaluation of explanations. Results were positive, in terms of the quality of pupil work and in motivating pupils to take pride in their work…. [Direct]

Doucet, Fabienne (2019). Centering the Margins: (Re)Defining Useful Research Evidence through Critical Perspectives. William T. Grant Foundation The William T. Grant Foundation has sought to support new research on ways to promote the use and usefulness of research evidence to improve youth outcomes for over a decade. They have funded numerous studies aimed at identifying and testing strategies to improve the use of research evidence (URE) in policy and practice decisions that affect young people. In the URE focus area, definition is key. They have defined research evidence as a type of evidence derived from applying systematic methods and analyses to address a predefined question or hypothesis. This includes descriptive studies, intervention or evaluation studies, meta-analyses, and cost-effectiveness studies conducted within or outside research organizations. As a human endeavor, research is inextricably implicated in the societal structures and systems that have served to maintain power hierarchies and accept social inequity as a given. Indeed, research has been historically and contemporaneously "(mis)used" to… [PDF]

Urbain, Olivier (2016). A Statement of Values for Our Research on Music in Peacebuilding: A Synthesis of Galtung and Ikeda's Peace Theories. Journal of Peace Education, v13 n3 p218-237. Recent years have seen a growing interest in research linking musicking and peacebuilding, and the establishment of the Min-On Music Research Institute (MOMRI) in 2014 in Tokyo follows this trend. Its mission statement is: "To pursue a multidisciplinary investigation of the potential application of music in peacebuilding activities," in short, "music in peacebuilding." In this article, I attempt to define the values that inspire the MOMRI team in our collective research. I present a synthesis of two conceptual frameworks that offer a vision for peacebuilding: Johan Galtung's "Transcend method" for the nonviolent and creative transformation of conflicts and Daisaku Ikeda's "philosophy of peace" that places the protection of human dignity at the center of all endeavors. The result of this new synthesis is the articulation of four major value concepts that can help us explore the links between music and peacebuilding, namely "Inner… [Direct]

Mukashema, Immaculee; Mullet, Etienne (2010). Reconciliation Sentiment among Victims of Genocide in Rwanda: Conceptualizations, and Relationships with Mental Health. Social Indicators Research, v99 n1 p25-39 Oct. In two studies that were conducted in Rwanda, we have examined the conceptualizations held by people who have experienced genocide with regard to reconciliation sentiment and quantitatively assessed the relationship between reconciliation sentiment and mental health. It was found that the participants have articulated conceptualizations regarding the nature of reconciliation sentiment. These conceptualizations are consistent with the way the genocide victims personally experienced reconciliation. More importantly, one type of reconciliation sentiment (the one corresponding to a renewed capacity to live together, hear each other, work together, and to forge compromises on a daily basis) was associated with mental health…. [Direct]

d'Agnese, Vasco (2015). The Inner (and Unavoidable?) Violence of Reason: Re-Reading Heidegger via Education. Journal of Philosophy of Education, v49 n3 p435-455 Aug. Since Plato, Western thought has framed knowing as a method within "some realm of what is" and a predetermined "sphere of objects". The roots and the consequences of this stance towards reason and truth were noted by Heidegger, who equates the history of Western thought with the history of metaphysics. Since Plato, truth has relied on definition, hierarchy and mastery. Discourse on the truth begins to be discourse on the limits of things and, thus, on who is able to set these limits and discourse. This dominant position erases its own traces, presents itself as unique and unavoidable, and excludes all other ways of thinking. This exclusion includes violence, and this violence is not merely a philosophical matter. It is written in the history of the West, which is a history that includes conquest, genocide and war. However, we can also identify in Heidegger ways to transcend this inner violence by returning to the originating stance towards truth, namely, truth as… [Direct]

Mostafaee, Jalal (2016). Investigating the Female Subaltern, Colonial Discourse and False Consciousness: A Spivakian Marxist-Postcolonialist Reading of Chinua Achebe's "Things Fall Apart" and "No Longer at Ease". Advances in Language and Literary Studies, v7 n5 p222-226 Oct. The present research study attempts to investigate Chinua Achebe's "Things Fall Apart" and "No Longer at Ease" in terms of Gayatri Spivak Marxist-Post colonialist conceptions of subaltern, colonial discourse and false consciousness. In Postmodernist fiction, there is anxiety that historical concerns such as the scale of violence in the Second World War, the Nazi genocide, the paranoiac politics of the Cold War and European colonialism have made fiction a medium for history. Chinua Achebe's novels, indeed, are manifestation of colonialism and its subsequent impact on the literary text and dominant discourse. In exploring these terms, this dissertation endeavors to closely examine Gayatri Spivak's concept of subaltern in the Chinua Achebe's "Things Fall Apart" and "No Longer at Ease". Furthermore, the present paper demonstrates Spivak's voice to differences: that is, class categorization and marginalized subaltern subjects. By the emergence of… [PDF]

Chu, Valerie (2010). Within the Box: Cross-Cultural Art Therapy with Survivors of the Rwanda Genocide. Art Therapy: Journal of the American Art Therapy Association, v27 n1 p4-10. This article discusses the creative making of boxes as a cross-cultural art therapy intervention in Kigali, Rwanda, with survivors of the 1994 Rwandan genocide. The box as an art form is particularly applicable with young adult survivors, given the nature of their prodigious trauma and the possibility of posttraumatic stress disorder, as well as their cultural mode of emotional expression. Physical and metaphorical characteristics of the box are examined and discussed with corresponding aspects of the Rwandan culture. Three case examples from the art therapy group demonstrate how the metaphor of the box resonated with young adult genocide survivors and functioned as a catalyst for expression, healing, and reconnection with the self. (Contains 6 figures.)… [PDF]

Hovde, Karen (2011). War and Peace: Deconstructing the Topic of Genocide and Other Crimes against Humanity. Community & Junior College Libraries, v17 n3-4 p107-117. This article examines the topic of genocide and other world conflicts as they are addressed by reference works. Topics of human aggression are treated by multidisciplinary research, and an awareness of the multiple angles of approach aids the process of directing students to sources. The article discusses definitions and standard organizational categories for this subject area, and provides reviews of reference titles for both reference services and collection development…. [Direct]

Nyarambi, Arnold (2009). A Historical Analysis of Post-Genocide Rwandan Special Education: Lessons Derived and Future Directions. ProQuest LLC, Ph.D. Dissertation, Tennessee Technological University. The purpose of this postcolonial historical study was to investigate the following: prevalence and nature of disabilities, programs, and services of special education in Rwanda before and after the 1994 genocide; and the utility, effectiveness, and importation of western-based special education models, programs, and services in Rwanda; and lastly to determine lessons that can be gleaned from the experiences of Rwanda to better serve people with disabilities in post-conflict situations. The major premises of this study were: the 1994 Rwandan genocide brought about increased and complex special education needs; special education models, programs, and services in post-genocide regions are characteristically different from the developed world where genocide is less common; and, there are complex relationships among genocide, disability, poverty, social exclusion, and special education in post-genocide regions, such as Rwanda. Historical analysis was used in this inquiry. Eight… [Direct]

Dusingizemungu, Jean-Pierre; Elbert, Thomas; Jacob, Nadja; Neuner, Frank; Schaal, Susanne (2012). Associations between Prolonged Grief Disorder, Depression, Posttraumatic Stress Disorder, and Anxiety in Rwandan Genocide Survivors. Death Studies, v36 n2 p97-117. A number of studies have demonstrated that symptoms of prolonged grief disorder (PGD) represent a symptom cluster distinct from bereavement-related depression, anxiety, and posttraumatic stress disorder (PTSD). The aim of the present study was to confirm and extend these findings using the most recent criteria defining PGD. The authors interviewed a total of 400 orphaned or widowed survivors of the Rwandan genocide. The syndromes were strongly linked to each other with a high comorbidity. Principal axis factoring resulted in the emergence of 4 different factors. The symptoms of depression, along with the cognitive, emotional, and behavioral symptoms of PGD, loaded on the first factor, symptoms of anxiety on the second factor, symptoms of PTSD on the third factor, and the separation distress symptoms of PGD on the fourth factor. This indicates that the concept of PGD includes symptoms that are conceptually related to depression. However, the symptom cluster of separation distress… [Direct]

Bryant, Richard A.; Field, Nigel P.; Hinton, Devon E.; Nickerson, Angela; Simon, Naomi (2013). Dreams of the Dead among Cambodian Refugees: Frequency, Phenomenology, and Relationship to Complicated Grief and Posttraumatic Stress Disorder. Death Studies, v37 n8 p750-767. The authors investigated the importance of dreams of the deceased in the experiencing of prolonged grief (PG) and posttraumatic stress disorder (PTSD) among Cambodian refugees who survived the Pol Pot genocide (1975-1979). Such dreams were frequent in the last month (52% of those surveyed), and most often involved a relative who died in the Pol Pot period. Past month frequency was correlated with PG severity ("r" = 0.59) and PTSD severity ("r" = 0.52). The dreams were almost always deeply upsetting because the dreams indicated the deceased to be in a difficult spiritual state. Dreams of the deceased as a central component of PG and PTSD among Cambodian refugees is discussed. (Contains 3 figures and 2 tables.)… [Direct]

Brown, Sharan E.; Hackett, Jacob D.; Hudson, Roxanne F.; West, Elizabeth A. (2016). Cambodian Inclusive Education for Vulnerable Populations: Toward an Ecological Perspective Policy. Journal of International Special Needs Education, v19 n1 p3-14 Apr. Cambodia is a dynamic country in transition and its population is committed to improve an economic, social, and educational system (Chandler, 2008). An imperial legacy and traumatic history involving a genocide specifically targeted at Cambodian intellectual elite continue to affect Cambodian schools with the most impact being felt by vulnerable populations including children from poverty and children with disabilities. An ecological framework of childhood development (Bronfenbrenner, 1992) is used to analyze interviews, classroom observations, and student work samples. School directors (3), teachers (3), students (2), and one parent from three public schools in three distinct provinces participated in this study, providing a broad geopolitical range of Cambodia. First, a review of Cambodian education and special education policy as well as international guidelines for inclusive education is provided. Next, a rationalization for including students with disabilities and children from… [Direct]

Juzwik, Mary M. (2013). The Ethics of Teaching Disturbing Pasts: Reader Response, Historical English Education, v45 n3 p284-308 Apr. A set of especially complicated ethical relationships becomes visible in literary study when the unspeakable atrocity of state-sponsored genocide is part of the story, as it is in many wartime texts taught in secondary English classrooms. What then is the nature of an English teacher's obligation to the detailed particularity of the past and to those who endured that past when encouraging students' individual and collaborative responses to texts in the present (or in the future)? I explore the broad ethical question by discussing specific difficulties presented by the case of Holocaust pedagogy. The guiding purpose of the discussion is to explore a set of more general questions about the ethical dimensions of literary engagement in English–and specifically engagement with texts about disturbing pasts.(Contains 10 notes and 1 figure.)… [Direct]

Bangayimbaga, Apollinaire; Ndura, Elavie; Timpson, William (2014). Conflict, Reconciliation and Peace Education: Moving Burundi toward a Sustainable Future. Routledge Research in International and Comparative Education. Routledge Research in International and Comparative Education When the September 11, 2001 attacks in the United States occurred–causing that nation to wage wars of revenge in Afghanistan and Iraq–the people of Burundi were recovering from nearly forty years of violence, genocide and civil wars that had killed nearly one million and produced another million refugees. Here in this small East African nation, one of the four poorest nations on earth, however, was a desire for reconciliation–not revenge–and it still runs deep today. The University of Ngozi in northern Burundi was created in 1999 and is now dedicated to peace, reconciliation and sustainable development. People in this region tell remarkable stories of tragedy and recovery amid these horrors. Their stories can inspire others to preserve their humanity and resist the urge to continue the violence, focusing instead on forgiveness, reconciliation and a better way forward. This volume presents case study analysis while pointing to the promise of a new kind of education that is… [Direct]

Lindquist, David (2012). Ethnic Cleansing, Yes; Genocide, No: Textbook Coverage of Ethnic Violence in the Former Yugoslavia. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v85 n5 p167-173. The ethnic violence that occurred in the former Yugoslavia during the mid-1990s has become one of the defining events of recent history. As such, today's students should develop an awareness of the history of that situation and its implications for contemporary society. Because textbooks provide the structure of most high school history courses, an analysis of textbook coverage of the Bosnian and Kosovar situations should provide critical information regarding what students learn about the events that occurred in those regions. This article analyzes how six frequently used history textbooks cover ethnic violence in the former Yugoslavia, thus providing data regarding what students learn about those situations. (Contains 2 notes.)… [Direct]

Lucido, Horace (2010). Educational Genocide: A Plague on Our Children. Rowman & Littlefield Publishers, Inc. Across the country educational policies and practices are killing the students' desire to learn and teachers' passion to teach. The central theme of this book is that high-stakes testing is having a critically deleterious effect on students. The fallout impacts parents, teachers, schools, districts and states. Horace the author uses language and supporting evidence that is clear and relatable to the reader. Rarely is the topic of teacher care and concern for students ever embedded in works on educational theory and practice, but here it is championed as the driving force for change, exposing the causes and chronicling the effects of educational malfeasance. Contents include: (1) Foreword; (2) Introduction; (3) Are All Things Measurable?; (4) Objectivity Is Subjective; (5) Test Score Addiction; (6) Accountability Is Corrupted; (7) Education for Profit; (8) Oppressing Freedom; (9) Student Anguish; (10) A Culture of Fear; (11) Student, Teacher, and Parent Redress; (12) No Excuses, Just… [Direct]