Kiang, Peter Nien-chu; Lin, Nancy J.; Suyemoto, Karen L. (2009). Education as Catalyst for Intergenerational Refugee Family Communication about War and Trauma. Communication Disorders Quarterly, v30 n4 p195-207. This article describes influences on intergenerational communication within refugee families about sociocultural trauma and explores how education may positively affect this communication process. Drawing on qualitative research and grounded theory through a larger study concerning intergenerational effects of and communication about trauma in Cambodian American refugee families, this article highlights ways that education may contribute to healing broken narratives within refugee families affected by war and genocide. Although focusing on Cambodian American experiences, we suggest that the role of education may be similarly helpful in facilitating intergenerational communication for other individuals with personal and familial experiences with trauma, such as students from refugee families who have fled Vietnam, Somalia, Bosnia, and other sites of forced migration. (Contains 1 note.)… [Direct]

Mooney, Carolyn (2009). The Arts & Academe. Chronicle of Higher Education, v55 n19 pB11 Jan. This article reports that for the opening of a huge new life-sciences building on its campus, Syracuse University wanted to capture the sense of expansiveness shared by architecture and science. It commissioned the composer Robert Ward to write a musical composition, \In Praise of Science,\ which was performed at the building's dedication late last year. A former dean of the college, who knew Ward's music, first had the idea while attending a concert of the brass ensemble. In this article, the author also reports on a theater partnership which grapples with legacy of Rwandan genocide; a documentary which features Pennsylvania State University's Blue Band; and a recent Yankees fielder who shows his pluck at a conservatory…. [Direct]

Totten, Samuel (2006). Rwanda: A Nation Resilient in the Aftermath of Genocide. Social Education, v70 n7 p415-422 Nov-Dec. Twelve years after the 1994 genocide, Rwanda remains a beautiful, but wounded nation. It is a nation full of hope–one comprised of resilient people working to rebuild a nation that was largely destroyed, when 800,000 Tutsis and moderate Hutus were murdered in some 90 days during what is known as the machete genocide. In this article, the author shares his sadness at what he discovered about the genocide when he visited Rwanda. He visited several genocide memorial sites, attended two "gacaca" meetings, and viewed recently discovered or disinterred bodies and skeletons of victims. Based on his discoveries, the author observes how Rwanda continues to be an open wound–the division and murderous rage have not totally dissipated. As such, the author believes that there is a moral imperative for the international community to reach out to Rwanda and help this small, scarred nation regain stability and forge a better future for all its people. (Contains 2 notes.)… [Direct]

Chalk, Frank; Jonassohn, Kurt (1991). Genocide: An Historical Overview. Social Education, v55 n2 p92-96,129 Feb. Exploring the historical origins of genocide, finds it has been practiced worldwide throughout history. Points out that genocide is the ultimate violation of human rights. Outlines legal definitions and identifies twentieth-century genocides. Examines common features of ideological genocides and presents questions for class discussion. (NL)…

Freeman, Michael (1987). The Puzzle of Genocide. Social Science Record, v24 n2 p15-17 Fall. Recognizes the difficulties involved in trying to define the term \genocide\ and how concepts such as \cultural genocide\ and \political genocide\ affect debate on the subject. Argues that to be clearly understood, genocide must be defined widely enough to identify appropriate cases, yet narrowly enough that it is not trivialized. (GEA)…

McLean Hilker, Lyndsay (2011). The Role of Education in Driving Conflict and Building Peace: The Case of Rwanda. Prospects: Quarterly Review of Comparative Education, v41 n2 p267-282 Jun. This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history teaching due to government attempts to impose a single "official" narrative of Rwanda's history. Finally, teaching… [Direct]

Stone, Frank Andrews (1984). Teaching Genocide Awareness in Multicultural Education. Ethnic Studies Bulletin Number Six. Rationales, approaches, and constraints on genocide awareness education at all school levels are discussed. It is critical that students, especially U.S. students who live in a culturally pluralistic society, be made aware of how genocide was perpetrated in the past and of the fact that it is still happening today. A basic genocide awareness glossary is provided. Seven approaches to genocide awareness education are discussed: (1) an international law and world order theme; (2) socio-economic inquiries concerning the causes of genocide; (3) historical studies; (4) affective interpretations based on first-hand accounts; (5) human rights activism; (6) recognition of those who refuse to take part in genocide; and (7) the development of theoretical models of genocide prevention. Four constraints on genocide awareness education are examined: it is uncomfortable and unpopular to teach children about death and destruction; it is politically controversial; there is an ambivalence about U.S…. [PDF]

Totten, Samuel (1999). The Scourge of Genocide: Issues Facing Humanity Today and Tomorrow. Social Education, v63 n2 p116-21 Mar. Reveals the many barriers to ending genocide and introduces the different methods the United Nations intends to use as early-warning systems to stop genocide. Believes that when teaching about genocide, students must concentrate on (1) learning about unknown genocides and the Holocaust; and (2) remembering that the victims are people, not statistics. (CMK)…

Byrd, Jodi A. (2007). "Living My Native Life Deadly": Red Lake, Ward Churchill, and the Discourses of Competing Genocides. American Indian Quarterly, v31 n2 p310-332 Spr. In an attempt to understand how rival narratives of genocide compete even at the cost of disavowing other historical experiences, this article considers how the U.S. national media represented and framed Red Lake in the wake of Ward Churchill's emergence on the national radar. The first section of this article examines how nineteenth-century discourses of Manifest Destiny and stereotypes of noble and savage Indians informed media images and phrases that emerged to describe the events at Red Lake. The second section further contextualizes Red Lake and Minnesota within nineteenth-century historical events that epitomize the United States' genocidal policies enacted against African Americans and American Indians that resolve into Jim Crow, lynching, and the largest mass execution to occur within the United States. In the final section, the author discusses how Ward Churchill's controversial rhetoric and reactions to it and him are symptomatic of deeper U.S. anxieties about Indigenous… [Direct]

Totten, Samuel (1987). Genocide: A Primer for Students in Grades 8-12. Social Science Record, v24 n2 p8-14 Fall. Discusses genocide as an historical problem. Focusing on twentieth-century events such as the Holocaust and the Armenian and Cambodian genocides. Assesses the values of the United Nations Genocide Treaty. Calls for world vigilance to prevent future tragedies. (GEA)…

Astourian, Stephan (1990). The Armenian Genocide: An Interpretation. History Teacher, v23 n2 p111-60 Feb. Presents an interpretive study of the Armenian genocide of 1915 based on Israel Charny's societal-forces model. Argues genocides follow a pattern of long discriminatory relationships between a dominant and a dominated group. Cites the economic achievements of dominated groups as the basis. Shows the global pattern of genocide. (NL)…

Totten, Samuel (2001). Addressing the "Null Curriculum": Teaching about Genocides Other than the Holocaust. Social Education, v65 n5 p309-309 Sep. Describes the idea of the null curriculum in the context of teaching about genocide. Explores obstacles that prevent educators from teaching about genocides other than the Holocaust. Explains how teachers can begin teaching about other genocides in their classrooms. (CMK)…

Lankiewicz, Donald (1987). An American Genocide: A Unit. Social Science Record, v24 n2 p78-80 Fall. Presents methods for motivating, developing, and applying a lesson on genocide as it relates to the American Indian. Argues that according to the United Nations Genocide Convention, the U.S. government's actions toward the Indians constitute genocide. Includes a list of quotations pertinent to the subject which can be used as a student handout. (GEA)…

Kellow, Christine L.; Steeves, H. Leslie (1998). The Role of Radio in the Rwandan Genocide. Journal of Communication, v48 n3 p107-28 Sum. Examines and interprets the role of the government-controlled radio-television station in the 1994 Rwandan genocide. Considers historical and political contexts of the genocide and analyzes excerpts from radio broadcasts and observational accounts. Interprets, via several strands of communication, scholarship related to collective reaction effects and dependency theory, the role played by radio in inciting the genocide. (SR)…

Hovannisian, Richard G. (1987). The Armenian Genocide. Social Science Record, v24 n2 p18-22 Fall. Describes the "forgotten genocide" which entailed the systematic massacre of the Armenian people by the Turkish government. Compares the creation of special forces and use of "modern" technologies to carry out the process with events during the Holocaust. (GEA)…

Schlene, Vickie J. (1991). Teaching about Genocide. Social Education, v55 n2 p82-83 Feb. Presents summaries of 12 documents from the Educational Resources Information Center (ERIC) system that address genocide and its place in history. Includes documents that stress teaching from a human rights perspective and incorporate critical thinking. Explains access to the documents. (NL)…

Schweisfurth, Michele (2006). Global and Cross-National Influences on Education in Post-Genocide Rwanda. Oxford Review of Education, v32 n5 p697-709 Nov. In post-genocide Rwanda, education is being seen as a tool for development, reconstruction and reconciliation. This article explores three different ways in which international influence on the education agenda is being experienced, with particular focus on Rwanda as a post-conflict society. The three quite different dimensions and sources of influence considered here are: the global and bilateral pressures related to foreign aid to education; the effects of migration arising from national and regional conflict, and through this the transfer of models from elsewhere; and the conceptualisation of genocide as a global tragedy…. [Direct]

Quinn, Sandra Crouse (1997). Belief in AIDS as a Form of Genocide: Implications for HIV Prevention Programs for African Americans. Journal of Health Education, v28 n6 suppl pS6-S11 Nov-Dec. Surveyed black church members nationwide to examine factors associated with beliefs that AIDS is a form of genocide, trust in federal government reports on AIDS, and level of AIDS knowledge. Substantial numbers of respondents believed AIDS was a form of genocide and confirmed that belief in genocide is not accounted for by AIDS knowledge level. (SM)…

Holmes, Frances Kay (2013). Native American Perspectives on Educational Experiences from within the Not So Ivory Tower. ProQuest LLC, Ph.D. Dissertation, University of California, Davis. This dissertation explores how education has had an impact on the lives of twenty-three professors who are Native. Within the context of this study, education may refer to either learning in the western frame of schooling or non western forms of Indigenous education. While many individuals would define education as a process that develops life and job skills, this dissertation explores education for these twenty-three professors in all of its facets. In recent years scholarship has examined the experiences of Native Peoples in higher education and studies have emerged regarding Native Americans in academia. While research involving Indigenous students is often focused on mainstream notions of success and completion, this study moves beyond typical framing and examines how educational experiences of all types have had an impact on Indigenous Peoples working in academia. Contextualized within a historical framework that situates American Indian Education as an element of genocide, this… [Direct]

Maxwell, Bruce (2008). Justifying Educational Acquaintance with the Moral Horrors of History on Psycho-Social Grounds: \Facing History and Ourselves\ in Critical Perspective. Ethics and Education, v3 n1 p75-85 Mar. This paper challenges a pervasive curricular justification for educationally acquainting young people with stories of genocide and other moral horrors from history. According to this justification, doing so favours the development of psycho-social soft skills connected with interpersonal awareness and the establishment and maintenance of positive relationships. It is argued that this justification not only renders the specific historical content incidental to the development of these skills. The educational intention of promoting such psycho-social soft skills by way of studying moral horrors in history constitutes an ethically problematic instrumentalisation of the historical material itself. (Contains 10 notes.)… [Direct]

(1987). Model Curriculum for Human Rights and Genocide. Concern for human rights is a major element in the California State Board of Education's "History-Social Science Framework for California Public Schools, Kindergarten through Grade Twelve," and this document contains resources and guidelines to help teachers and curriculum developers integrate the teaching of human rights into their courses. Part l of this document contains a model that can be used by developers of curricula. This section also provides the philosophical basis for including studies on human rights and genocide in the curriculum; the location in the History-Social Science Framework where these learnings can be integrated; and questions that will engage students in critical thinking on this topic. Part 2 contains curriculum resources to help school districts develop their history-social science curriculum. Appendix A is a summary of where human rights and genocide are addressed in the History-Social Science Framework and includes: (1) the goals and curricula…

Gilbert, Ruth (2010). Grasping the Unimaginable: Recent Holocaust Novels for Children by Morris Gleitzman and John Boyne. Children's Literature in Education, v41 n4 p355-366 Dec. This discussion explores the role that storytelling and stories might have in leading children towards an awareness of uncertainty and ambiguity in relation to Holocaust representation. It focuses on Morris Gleitzman's \Once\ (\2006\), its sequel \Then\ (\2008\), and John Boyne's \The Boy in the Striped Pyjamas\ (\2006\) to consider the narrative techniques used to draw young readers into an understanding of the Holocaust. In particular, the discussion examines the role of silence within these narratives to suggest that a meaningful dialogue with silence is a crucial aspect in communicating the fractured nature of Holocaust history. Literature aimed at a young audience engages explicitly with the oft-cited injunction not to forget the Holocaust by setting out to inform a new generation of readers about the horrors of the Nazi genocide. In my analysis of these texts, however, I want to consider whether we should assume that such works do necessarily perform a progressive educative… [Direct]

Totten, Samuel (1987). Introduction: Teaching About Genocide. Social Science Record, v24 n2 p2-3 Fall. Notes the tendency to exclude genocide from the school curriculum and argues that what schools do not teach is just as important as what they do. States that knowledge alone may not halt genocidal acts but contends that learning about genocide is a significant first step in combatting its practice. (Author/GEA)…

Charny, Israel W. (1991). Genocide Intervention and Prevention. Social Education, v55 n2 p124-27 Feb. In the interest of preventing or intervening in genocidal acts, proposes a World Genocide Early Warning System Foundation that would develop a research databank for human rights information. Presents 10 early warning processes. Explains why even democratic governments have historically not prevented genocide, and cites examples of governmental complicity with genocidical nations. (NL)…

(2004). Sudan Genocide Declaration Stirs the World. Social Education, v68 n7 p444 Nov-Dec. One week after Secretary of State Colin Powell declared that the killings, rapes and other atrocities committed in Darfur amount to "genocide," in mid-September the United Nations' World Health Organization issued new figures saying 6,000 to 10,000 people are dying per month there in one of Africa's worst humanitarian crises. Powell had based his finding on a State Department survey of 1,136 refugees living in neighboring Chad. He determined that "the government of Sudan and the Janjaweed bear responsibility, and genocide may still be occurring." The Sudanese government claimed that Powell's statement was "flawed, regrettable and dismaying." The government claimed the report was "based on partial observations by an American team that had never set foot in Darfur and interviewed politicized refugees in Eastern Chad."What is Genocide and Why is it Significant? The word genocide came out of the violence of World War II and recalls the Nazi attempt…

Fallace, Thomas D. (2008). The Emergence of Holocaust Education in American Schools. Secondary Education in a Changing World. Palgrave Macmillan Interest by American educators in the Holocaust has increased exponentially during the second half of the twentieth century. In 1960 the Holocaust was barely being addressed in American public schools. Yet by the 1990s several states had mandated the teaching of the event. Drawing upon a variety of sources including unpublished works and interviews, this study traces the rise of genocide education in America. The author demonstrates how the genesis of this movement can be attributed to a grassroots effort initiated by several teachers, who introduced the topic as a way to help their students navigate the moral and ethical ambiguity of the times…. [Direct]

Torgovnick, Marianna (2008). File under Fleeting. Chronicle of Higher Education, v55 n2 pB14 Sep. Archives have always had an aura of neutrality and coolness that masks the heat behind the data they record: births, marriages, crimes, wars, business dealings, genocides and deaths. Long thought of as the musty haunts of scholars with a specialized interest in the demographics of Rome or 15th-century France, archives have been seen as controlled and quiet places. In this article, the author discusses how the idea of the archive becomes an object of obsession. The author reminds the reader, that although archives are repositories for facts, they depend on living beings to animate them, and so mistakes, alterations, and distortions come with the territory…. [Direct]

Parham, William D. (2008). The Invitation of Life and Deciding How to Respond. Counseling Psychologist, v36 n1 p135-147. Local, national, and global events that dominate today's media (e.g., war in Iraq, genocide in Darfur, historical lack of confidence in national political leadership, Katrina/Rita aftermath, etc.) represent open and ever-present personal invitations to "wake up" to the complex challenges that increasingly define communities across dimensions of culture, race, ethnicity, social economic status, religious affiliation, and other parameters of multiculturalism. Related, these invitations speak to the urgent need for strong and sustained advocacy for social change and social justice. Deciding how, when, or if to respond to life's invitations is a matter of choice to which the readership is hereby also invited to examine…. [Direct]

Sinnette, Calvin H. (1972). Genocide and Black Ecology. Freedomways, 12, 1, 34-46, W 72. Contends that the survival of black people is in serious jeopardy as is evidenced in contemporary discussions on the worldwide plight of black people, and that an exhaustive study of the problem in its many dimensions is seriously lacking; the moral and ethical issues of genocide require examination from a black perspective. (JW)…

Adalian, Rouben (1991). The Armenian Genocide: Context and Legacy. Social Education, v55 n2 p99-104 Feb. Traces the Armenian experience between 1915 and 1918 when the Muslim Turks carried out a policy to eliminate the Christian-Armenian minority. Focuses on the distinction between massacres and genocide; the use of technology in facilitating mass murder; and the legacy of genocide. Includes maps and photographs. (NL)…