Potter, Lee Ann (2011). Teaching Difficult Topics with Primary Sources. Social Education, v75 n6 p284-290 Nov-Dec. \Difficult\ or \challenging\ topics to teach include racism, violence, genocide, bullying, gangs, abuse (physical, emotional, and substance), slavery, suffering, hatred, terrorism, war, disease, loss, addiction, and more. But by confronting them with students, in the safety of a classroom through thoughtfully constructed lessons (ones that take into consideration students' ages and levels of maturity, as well as their experiences and abilities), teachers may minimize the discomfort and fear that they prompt. Such lessons can also provide students with the tools and skills they will need to address other difficulties they encounter throughout their lives. In order to construct lessons thoughtfully, teachers need to include multiple methods and materials. Primary sources, in a variety of media, can serve as useful starting points and rich components of such lessons. In this article, the author lists the benefits of primary sources…. [Direct]

Adler Peckerar, Robert J. (2011). Yiddish as a Vernacular Language: Teaching a Language in Obsolescence. Language Learning Journal, v39 n2 p237-246. The task of teaching non-territorial languages such as Yiddish at the university level is a complex undertaking. The teaching of Yiddish has its own particular difficulties due to an ever-diminishing population of native speakers available to students, a lack of contemporary cultural materials, and an abundance of outdated teaching materials. A critique of the two major textbooks used to teach Yiddish underscores the necessity for a new approach. In creating a web-based Yiddish curriculum, contemporary problems that are particular to the Yiddish classroom can be overcome. The defragmentizing nature of multimedia interactive technologies help students develop communicative competence in Yiddish, a language that was once the vernacular of the majority of Jews in the world but, in the aftermath of genocide, has come to be taught as a written–and not spoken–language. (Contains 2 figures and 1 note.)… [Direct]

Ciardelli, Jennifer; Wasserman, JoAnna (2011). Inspiring Leaders: Unique Museum Programs Reinforce Professional Responsibility. Journal of Museum Education, v36 n1 p45-56 Spr. Since 1998, the United States Holocaust Memorial Museum has developed educational programs targeting adult audiences. Engaging public service professionals–those charged with serving and protecting our nation's democratic principles–has become a core outreach strategy to achieve the Museum's mission. This article describes the Museum's process for creating and facilitating successful programs–identifying partners, conducting audience research, incorporating adult learning approaches, and building authentic educational models that encourage participants to grapple with complex and difficult issues of professional responsibility. The programs aim to make the Museum a place of relevance, helping participants to identify with the history and reinforcing their commitment to safeguarding our democracy. Through this outreach, the Museum has built a community of new stakeholders who are helping it to achieve its institutional vision: inspiring citizens and leaders worldwide to confront… [Direct]

Dietsch, Johan (2012). Textbooks and the Holocaust in Independent Ukraine: An Uneasy Past. European Education, v44 n3 p67-94 Fall. The article examines how Ukrainian history textbooks dealt with the Holocaust between independence and 2006. The analysis reveals two major, conflicting narratives about the Holocaust, though both externalize and relativize the Holocaust. As a template for understanding genocide, the Holocaust was applied to the Soviet-imposed 1932-33 famine in Ukraine, the Holodomor. The emphasis placed on the famine in both narratives partially obscures the Holocaust and in propagating the Judeo-Bolshevik myth, turns Jews into leading perpetrators of the Holodomor. In the Ukrainian case, the complex relationship among history, historical culture, and contemporary politics is compounded by the familiar tension between national history and the international reality of the Holocaust. The historical Sovietization of Holocaust victims was attacked by historians in the Ukrainian diaspora who resented the accusations that Ukrainians were collaborators and fascists. They sought to replace the Soviet… [Direct]

Clarken, Rodney H. (2009). Iran's Denial of Education to Baha'is. Online Submission, Paper presented at the Annual Meeting of the Michigan Academy of Sciences, Arts and Letters (Detroit, MI, Mar 20, 2009). This paper briefly describes the background of the persecution of the Baha'is in Iran, especially the denial of education, and explores what could be done to alleviate this injustice, including enlisting the support of nations, organizations, media and people around the world. Baha'is are the largest religious minority in Iran and have been subjected to systematic genocide by the religious and governmental authorities for over 150 years. With the coming of the Islamic revolution in 1979, religious leaders took the reins of government, the influence of outsiders was limited, and the oppression of the Baha'is increased as a matter of government policy. Though oppression has been and continues to be a part of all societies, it is a mark of a civilized society to proactively limit its pernicious influence and to afford as much as is possible equal rights and opportunities to all its citizens. The persecution of the Baha'is will be compared other instances of genocide, such as the… [PDF]

Garrett, H. James (2011). The Routing and Re-Routing of Difficult Knowledge: Social Studies Teachers Encounter \When the Levees Broke\. Theory and Research in Social Education, v39 n3 p320-347 Sum. The author explores the articulations of six social studies student/teachers after a viewing of \When the Levees Broke: A Requiem in Four Acts\. The film, a documentary about the aftermath of Hurricane Katrina on the people in and around New Orleans, constitutes an encounter with what Deborah Britzman (1998) calls \difficult knowledge\–representations of social/historical trauma in pedagogical situations. Drawing on ideas from psychoanalytic theory, the author elaborates on the ways that this difficult knowledge (i.e., the viewing of injustice, suffering, and death) gets \routed\ and \re-routed\ through the participants' discussions about the film. The author's overall objective, then, is to explore the rich complexity of the ways that social and historical traumas are felt, experienced, understood and then made pedagogical. Because a great deal of social studies curriculum is, in fact, constituted by difficult knowledge (e.g., studying wars, famines, genocides, injustices,… [Direct]

Gross, Zehavit (2011). A Typology for the Development of Holocaust Education Scholarship: Coping with a National Trauma. Curriculum and Teaching, v26 n1 p73-86. This article proposes a typology that conceptualizes a chronological approach to Holocaust Education and suggests that we focus on identifying the stages and shifts in the development of the curriculum and the scholarship. I attempt to organize existing knowledge on the subject by conducting a meta-analysis of the foundations and basic premises of Holocaust education in Israel based on a survey of the textbooks and the major literature in the field. My basic assumption is that this typology and these stages of development of Holocaust education are structurally the same all over the world, as they reflect the way a nation copes with a national trauma. In today's world, where Holocaust education has become a globalized phenomenon, this typology can serve as a basis for comparative analyses worldwide. As the Holocaust has become a metaphor for atrocity and genocide, Holocaust education is relevant all over the world and has become integral part of global human-rights and antiracist… [Direct]

Schwartzman, Roy (2009). Using "Telogology" to Understand and Respond to the Holocaust. College Student Journal, v43 n3 p897-909 Sep. This essay uses primary source publications from Nazi Germany to explore how anti-Semitism developed and intensified into a genocidal logic. Understanding how this intensification could occur long before the networks of concentration camps or World War II arose could reveal how language paves a path to genocide. Using the concepts of telos and logology garnered from Kenneth Burke enables the rhetorical logic of anti-Semitism to unfold and become subject to disruption…. [Direct]

Marmar, Charles R.; Meffert, Susan M. (2009). Darfur Refugees in Cairo: Mental Health and Interpersonal Conflict in the Aftermath of Genocide. Journal of Interpersonal Violence, v24 n11 p1835-1848. Hundreds of thousands of Darfur people affected by the Sudanese genocide have fled to Cairo, Egypt, in search of assistance. Collaborating with Africa and Middle East Refugee Assistance (AMERA), the authors conducted a mental health care needs assessment among Darfur refugees in Cairo. Information was collected using individual and focus group interviews to identify gaps in mental health care and develop understandings of emotional and relationship problems. The refugee mental health care system has a piecemeal structure with gaps in outpatient services. There is moderate to severe emotional distress among many Darfur refugees, including symptoms of depression and trauma, and interpersonal conflict, both domestic violence and broader community conflict, elevated relative to pregenocide levels. Given the established relationships between symptoms of depression/traumatic stress and interpersonal violence, improving mental health is important for both preventing mental health… [Direct]

Eshet, Dan (2007). Totally Unofficial: Raphael Lemkin and the Genocide Convention. The Making History Series. Facing History and Ourselves This case study highlighting the story of Raphael Lemkin challenges everyone to think deeply about what it will take for individuals, groups, and nations to take up Lemkin's challenge. To make this material accessible for classrooms, this resource includes several components: an introduction by Genocide scholar Omer Bartov; a historical case study on Lemkin and his legacy; questions for student reflection; suggested resources; a series of lesson plans using the case study; and a selection of primary source documents. Born in 1900, Raphael Lemkin, devoted most of his life to a single goal: making the world understand and recognize a crime so horrific that there was not even a word for it. Lemkin took a step toward his goal in 1944 when he coined the word \genocide\ which means the destruction of a nation or an ethnic group. He said he had created the word by combining the ancient Greek word \genos\ (race, tribe) and the Latin \cide\ (killing). In 1948, three years after the… [Direct]

Rosendal, Tove (2009). Linguistic Markets in Rwanda: Language Use in Advertisements and on Signs. Journal of Multilingual and Multicultural Development, v30 n1 p19-39 Feb. Rwanda has experienced major changes during the last decade due to the genocide in 1994. After the civil war, in addition to establishing political and economical stability, peace and reconciliation, the government was faced with the return of refugees from neighbouring, mostly English-speaking, countries. The new socio-demographic conditions resulted in a change in the official language policy from Rwanda-French bilingualism to Rwanda-French-English trilingualism. During the post-genocide period, therefore, English has been introduced into official domains and has contributed towards a new linguistic situation in Rwanda. This paper investigates how these recent changes are reflected in newspaper advertisements (10 issues of state-owned "Imvaho Nshya"), 914 shop signs and 221 billboards in Kigali and Butare. The basic assumption of the analysis is that the languages in Rwanda are currently in a competitive position on the linguistic market, affecting not only the use of the… [Direct]

Chikamori, Kensuke; Nsengimana, Th√©ophile; Ozawa, Hiroaki (2014). The Implementation of the New Lower Secondary Science Curriculum in Three Schools in Rwanda. African Journal of Research in Mathematics, Science and Technology Education, v18 n1 p75-86. In 2006, Rwanda began implementing an Outcomes Based Education (OBE) lower secondary science curriculum that emphasises a student-centred approach. The new curriculum was designed to transform Rwandan society from an agricultural to a knowledge-based economy, with special attention to science and technology education. Up until this point in time the implementation of the intended curriculum has been barely researched and is poorly understood. Thus our primary research question is, "To what extent is the intended national curriculum actually implemented in Rwandan schools?" To explore this question, we examine the implementation of the new science curriculum in three socially and environmentally diverse schools. Using the Rogan-Grayson curriculum implementation model as a theoretical framework, we explore the link between the level of curriculum implementation and the schools' capacity to innovate. We do this through the observation of lessons and school environment and by… [Direct]

Cowan, Paula; Maitles, Henry (2012). "It Reminded Me of What Really Matters": Teacher Responses to the Lessons from Auschwitz Project. Educational Review, v64 n2 p131-143. Since 2007, the Lessons from Auschwitz Project organised by the Holocaust Education Trust, has taken groups of Scottish senior school students (between 16 and 18 years) and where possible an accompanying teacher from their school, to Auschwitz-Birkenau Memorial and Museum as part of a process of increasing young people's knowledge and understanding of the Holocaust and racism. The Project comprises four components: an orientation session, the visit to the Museum, a follow-up session and a Next Steps initiative. The final component involves students designing and implementing projects in their school and community aimed at disseminating what they have learned. Previous published research has focused on the impact of the Lessons from Auschwitz Project on student participants. This research (funded by the Pears Foundation and the Holocaust Education Trust) investigates the impact the Lessons from Auschwitz Project has on teacher participants. The methodology was an online questionnaire,… [Direct]

Horning, Kathleen T.; Reese, Debbie; Thomas, Ebony Elizabeth (2016). Much Ado about a "Fine Dessert": The Cultural Politics of Representing Slavery in Children's Literature. Journal of Children's Literature, v42 n2 p6-17 Fall. When selecting and evaluating historical children's literature, there are many questions that must be considered. For example, who will be reading the book? Is the imagined young reader of these historical stories a White, middle class cisgender heterosexual, able-bodied student who was born in the United States, or are child readers from all backgrounds being kept in mind. What kind of story is being told in the book? What makes the story difficult? Who is it difficult for? Does the nature of that difficulty differ depending on the demographic makeup of a classroom, school or community? None of these questions are new. Because problematic depictions of children continue to be published, reading and English language arts teachers in classrooms all over the United States, as well as the literacy educators who prepare them, must critically consider these questions as they select books for their students. As children read historical fiction, they are also learning about our nation's… [Direct]

Clyde, Carol (2010). Developing Civic Leaders through an Experiential Learning Programme for Holocaust Education. Prospects: Quarterly Review of Comparative Education, v40 n2 p289-306 Jun. The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential learning programme addressed in this study was established in 2000. In 2001, the inaugural group of nearly 270 participants from 22 nations traveled to Poland to familiarize themselves with the Holocaust. Students were exposed to programming on the Holocaust as a means to raise their awareness and understanding of the events and to encourage their involvement in related programmes. The ultimate aim was to develop future civic leaders who would become involved in educating their peers and communities about the tragedy of genocide…. [Direct]

Freedman, Sarah Warshauer; Samuelson, Beth Lewis (2010). Language Policy, Multilingual Education, and Power in Rwanda. Language Policy, v9 n3 p191-215 Aug. The evolution of Rwanda's language policies since 1996 has played and continues to play a critical role in social reconstruction following war and genocide. Rwanda's new English language policy aims to drop French and install English as the only language of instruction. The policy-makers frame the change as a major factor in the success of social and education reforms aimed at promoting reconciliation and peace and increasing Rwanda's participation in global economic development. However, in Rwanda, the language one speaks is construed as an indicator of group affiliations and identity. Furthermore, Rwanda has the potential to develop a multilingual educational policy that employs its national language, Kinyarwanda (Ikinyarwanda, Rwanda), to promote mass literacy and a literate, multilingual populace. Rwanda's situation can serve as a case study for the ongoing roles that language policy plays in the politics of power…. [Direct]

Model, David (2007). American Transgressive Interventions: The Question of Genocide. College Quarterly, v10 n4 p1-8 Fall. This author, a teacher of political science and liberal studies, states his belief that challenging students to examine and analyze radical ideas develops their capacity to think clearly and skeptically. Following in this spirit, this essay examines the discrepancy between the stated objectives of American foreign policy and its practice. The author contends that this discrepancy is best exemplified by the apogee of war crimes: genocide. In support of his belief, he presents an analysis of two cases: Iraq and East Timor. The former is an example of direct guilt, the latter of complicity…. [PDF]

Ducey, Kimberley A. (2009). Using Simon Wiesenthal's \The Sunflower\ to Teach the Study of Genocide and the Holocaust. College Teaching, v57 n3 p167-176 Sum. The author discusses a project called \\The Sunflower\ Symposium,\ named in honor of Simon Wiesenthal's \The Sunflower\ (1998). The project was a catalyst for discussions on legalized discrimination, the infringement of civil rights, (in)justice, (in)tolerance, and civic responsibility, influencing students to connect the Holocaust to other world events. It proved an effective pedagogic method for examining critically and taking action on important global issues. Evidence of the effectiveness of this message is presented and suggestions for integrating literature into courses are offered. (Contains 3 notes.)… [Direct]

Brown, James G. (2007). Teaching about Genocide in a New Millennium. Social Education, v71 n1 p21-23 Jan-Feb. The \Darfur is Dying\ website was the winning entry of a contest called Darfur Digital Activist, launched by MTV's 24-hour college network (mtvU). The site describes the winning game as \a narrative-based simulation where the user negotiates forces that threaten the survival of his or her refugee camp. It offers a faint glimpse of what it is like for the more than 2.5 million who have been internally displaced by the crisis in Sudan.\ In this article, the author expresses his views on the appropriateness of using computer-based simulation as a way of teaching students about genocide. The author stands by his position: the use of the \Darfur is Dying\ simulation was inappropriate. His hope is that the way new technologies are used will help students to access authentic information from primary sources. Placed within the context of multiple authentic experiences, game-like simulations may aid the process of dialogue and subsequent critical consciousness that leads to action. Even the… [Direct]

McClelland, Nicole (2008). Power to the Pupils. Teaching Tolerance, n34 p52-53 Fall. Anyone who laments that American young people are apathetic, uninvolved or not sufficiently outraged clearly is not up on the news. This article presents some news illustrating that young people are involved on some issues concerning the environment, the improvement of their schools, justice, the affordability of higher education, fairer immigrant wages, the war, and genocide…. [Direct]

Totten, Samuel (2006). The Tenth Commemoration of the Srebrenica Genocide. Social Education, v70 n4 p209-214 May-Jun. The genocide in Srebrenica was the largest single act of genocide in Europe in 50 years, or since the Naziperpetrated Holocaust. In this article, the author was invited by the Bosnian foreign ministry to attend a 10-year commemoration of the genocide on July 11, 2005. It was followed by an international conference in Sarajevo, "The International Scientific Conference on the Genocide against the Bosniaks of UN Safe Area Srebrenica in July 1995–Lessons for Future Generations," on July 12-14 2005. The author states that the focus of the conference had been, in part, the lessons learned from the tragedy of Srebrenica. Many scholars considered this angle, both in their talks and during informal conversations. (Contains 4 notes.)… [Direct]

Manoogian, Margaret M.; Richards, Leslie N.; Walker, Alexis J. (2007). Gender, Genocide, and Ethnicity: The Legacies of Older Armenian American Mothers. Journal of Family Issues, v28 n4 p567-589. Women use legacies to help family members articulate family identity, learn family history, and provide succeeding generations with information about family culture. Using feminist standpoint theory and the life-course perspective, this qualitative study examined the intergenerational transmissions that 30 older Armenian American mothers received and transmitted to succeeding generations within the sociohistorical experience of genocide. Mothers passed on legacies that included family stories, rituals/activities, and possessions. Because of multiple losses during the Armenian Genocide, they emphasized legacies that symbolized connection to family, underscored family cohesion, and accentuated ethnic identity. Tensions were evident as well because women's sense of responsibility for legacies clashed with their limited cultural knowledge, few inherited possessions, and the inevitable assimilation of their children and grandchildren into the dominant U.S. culture…. [Direct]

Colatrella, Steven (2011). Nothing Exceptional: Against Agamben. Journal for Critical Education Policy Studies, v9 n1 p96-125 May. Giorgio Agamben's work has become widely influential as a guide to explaining the extra-constitutional powers assumed by governments under the rubric of the War on Terror. His formulations, such as Homo Sacer and State of Exception, have been extended to apply to a wide variety of experiences of repression of liberties or social control, including the repression of Roma in Europe, of undocumented immigrants, and others. This essay argues, however, that Agamben's approach, while insightful and well-meaning, is potentially disastrous for the defense of the very liberties that those utilizing them seek to protect. By demonstrating that Agamben's categories were developed without reference to crucial historical experiences, including slavery and anti-slavery, genocide against indigenous peoples and enclosures of common land and resources, fail to provide either a convincing explanation for the rise of the phenomena he critiques, or a plausible strategy for confronting or reversing them…. [PDF]

Lacroix, Marie; Sabbah, Charlotte (2011). Posttraumatic Psychological Distress and Resettlement: The Need for a Different Practice in Assisting Refugee Families. Journal of Family Social Work, v14 n1 p43-53. Social work practitioners are increasingly confronted with couples and families who have come from war-torn countries. Refugees may have experienced genocide, organized violence, ethnic wars, displacement, and losses of various kinds. Such experiences will often be carried through the post-migratory period and obscure legitimate individual and family processes that are often evaluated through a psychopathology lens. In this context, there is a pressing need to be attentive to refugee situations around the world and to issues related to forced migration and its impact on families. In an attempt to fill the gap in the literature on intervention with refugee families, this article presents two of the most compelling aspects of the refugee experience that can have a lasting impact on families and couples: premigration traumatic events and their potential impact on the refugee resettlement experience, and postmigration social and psychological experiences. The concept of \trauma\ is… [Direct]

Tusiime, Michael (2013). Toward Democratic Education and Transformational Learning: An Examination of Students' Experiences at Kigali Institute of Education. ProQuest LLC, Ed.D. Dissertation, Northern Illinois University. This dissertation examines the experiences of Kigali Institute of Education students using a framework of democratic education theories. In Rwanda, the discriminatory and non-critical education system is believed to have been one of the major causes for the civil strife that has characterized the country, beginning in its post independence to its culmination in the 1994 genocide. These injustices have been associated with the colonial education system that promoted cultural supremacy over the indigenous populations. Also, such injustices can be blamed on education's failure to incorporate issues of social justice during the educational reconstruction in post-colonial times. After 1994, Rwanda instituted educational reforms, in part, to facilitate the process of democracy, peace building and active citizenship. By reviewing curriculum documents and conducting in-depth and focus group interviews, this study sought to analyze students' and teachers' experiences in light of the post-1994… [Direct]

Realon, Michael S. (2013). "Here's to the Crazy Ones:" Legendary Words Spark Educators and Businesses. Techniques: Connecting Education and Careers (J3), v88 n2 p48-51 Feb. During the summer of 2006, as part of a court ruling, Olympic High School of Charlotte-Mecklenberg School (CMS) District, was accused of committing "academic genocide" against its students and was threatened to be taken over by the state of North Carolina. However, in 2005, Olympic had earlier won a $1.2 million grant from a high school change agent associated with the Bill and Melinda Gates Foundation. By the time of the ruling, the school was already deeply engaged in a transformation to become a campus of five theme-based small high schools: International Business and Communications Studies; Biotechnology and Health; Global Studies and Economics; Arts and Humanities; and Math, Engineering, Technology and Science. The school improved immediately. In fact, just five years after Olympic became a small schools campus, the CMS district conducted an exhaustive study about the performance of its schools because of serious impending cost cuts which would require closing many… [Direct]

Devlieger, Patrick; Ghesquiere, Pol; Karangwa, Evariste (2007). The Grassroots Community in the Vanguard of Inclusion: The Post-Genocide Rwandan Prospects. International Journal of Inclusive Education, v11 n5-6 p607-626 Sep. More than a decade has passed since Rwanda was plunged into the most atrocious genocide of our time. Hundreds of thousands of lives were lost and many more were left in desperate conditions. The economic and social reconstruction of the country has since dominated the national agenda for recovery. It is within this reform agenda that this paper looks at the situation of the post-genocide young people with disabilities and the possible pathways for their inclusion. It points out that it is not all gloomy news. In the face of the challenging socio-economic situations, the search for appropriate inclusion models for Rwanda should be guided by two important factors: The lessons learnt from the past mistakes, and by exploring alternative prospects that may involve rediscovering the untapped potentials within the grassroots communities…. [Direct]

Chadderton, Charlotte; Preston, John (2012). Rediscovering "Race Traitor": Towards a Critical Race Theory Informed Public Pedagogy. Race, Ethnicity and Education, v15 n1 p85-100. This article attempts to politically resituate Ignatiev and Garvey's conception of the "Race Traitor" within contemporary notions of Critical Race Theory and Public Pedagogy. Race Traitor has been critiqued both by those on the academic and neo-conservative right, who accuse advocates of the project of genocide and misuse of public funds, and has a number of critics on the left who consider that the project is misguided, posturing and self-affirming for guilty whites and politically untenable. There are also post-structuralist critiques of the "Race Traitor" position, which overstate its focus on embodiment and the post-racial as opposed to its concrete suggestions for resisting racial oppression. In this article we argue that Race Traitor must be situated within the politics of its time, which is within anarchist and Marxist politics, and that this contextualisation enables one to consider Race Traitor as a political form with resonance for contemporary Marxists,… [Direct]

Fein, Helen, Ed.; Freedman-Apsel, Joyce, Ed. (1992). Teaching about Genocide. A Guidebook for College and University Teachers: Critical Essays, Syllabi, and Assignments. This guidebook is an outgrowth of a 1991 conference on \Teaching about Genocide on the College Level.\ The book is designed as an introduction to the subject of genocide to encourage more teachers to develop new courses and/or integrate aspects of the history of genocide into the curriculum. The book is divided into two parts. Part 1, \Assumptions and Issues,\ contains the essays: (1) \The Uniqueness and Universality of the Holocaust\ (Michael Berenbaum); (2) \Teaching about Genocide in an Age of Genocide\ (Helen Fein); (3) \Presuppositions and Issues about Genocide\ (Frank Chalk); and (4) \Moral Education and Teaching\ (Mary Johnson). Part 2, \Course Syllabi and Assignments,\ contains materials on selected subject areas, such as anthropology, history, history/sociology, literature, political science, psychology, and sociology. Materials include: \Teaching about Genocide\ (Joyce Freedman-Apsel); (2) \Destruction and Survival of Indigenous Societies\ (Hilda Kuper); (3) \Genocide in… [PDF]

Mickelson, Roslyn Arlin, Ed.; Nelson, Amy Hawn, Ed.; Smith, Stephen Samuel, Ed. (2015). Yesterday, Today, and Tomorrow: School Desegregation and Resegregation in Charlotte. Harvard Education Press "Yesterday, Today, and Tomorrow" provides a compelling analysis of the forces and choices that have shaped the trend toward the resegregation of public schools. By assembling a wide range of contributors–historians, sociologists, economists, and education scholars–the editors provide a comprehensive view of a community's experience with desegregation and economic development. Here we see resegregation through the lens of Charlotte, North Carolina, once a national model of successful desegregation, and home of the landmark Swann desegregation case, which gave rise to school busing. This book recounts the last forty years of Charlotte's desegregation and resegregation, putting education reform in political and economic context. Within a decade of the Swann case, the district had developed one of the nation's most successful desegregation plans, measured by racial balance and improved academic outcomes for both black and white students. However, beginning in the 1990s, this… [Direct]