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)…

(1999). Massachusetts Guide to Choosing and Using Curricular Materials on Genocide and Human Rights Issues. This guide, a response to Massachusetts legislation, makes recommendations on curricular materials and resources related to teaching about genocide and human rights. The guide stresses the importance of students acquiring knowledge about genocide and human rights issues to deepen their understanding of both past and current events. It emphasizes relevant material from the Massachusetts Curriculum Frameworks for History and Social Science and English Language Arts, as well as key documents that support the protection and preservation of human rights. The guide offers recommendations for locating, selecting, and teaching curriculum materials. Following an introduction, the guide is divided into these sections: "Background: The Education Reform Act of 1993"; "Teaching about Genocide and Human Rights Issues: Guiding Principle"; "Scope, Sequence, and Developmental Considerations"; "Academic Content: The Massachusetts History and Social Science… [PDF]

Farrell, Walter C., Jr.; And Others (1983). Genocide Fears in a Rural Black Community: An Empirical Examination. Journal of Black Studies, v14 n1 p49-67 Sep. Examines fears of race genocide and selected social background factors among a random sample of Blacks in a rural Texas community. Findings revealed substantial fear of genocide on six indicators. Degree of fear varied with age, sex, education, and usage of birth control. (CMG)…

Perry, Joseph M. (1973). Economic Genocide: A Study of the Comanche, Kowa, Cheyenne and Arapahoe: A Reaction. Negro Educational Review, 24, 1-2, 104-107, Jan-Apr 73. Argues that the distinction between discrimination and genocide made by the authors is a very slender reed upon which to hang an argument: economic genocide" reduces to two successive economic dislocations, generated by land hunger and supporting government policy. (Author/JM)…

Abowitz, Deborah A. (2002). Bringing the Sociological into the Discussion: Teaching the Sociology of Genocide and the Holocaust. Teaching Sociology, v30 n1 p26-38 Jan. Illustrates how to use sociological concepts and theory in teaching about genocide and the Holocaust. Offers three examples to demonstrate how sociology can be integrated into the study of genocide and the Holocaust. Relates topics addressed in examples, such as gender issues. (CMK)…

Fleming, Dan (1987). Genocide in World History Textbooks. Social Science Record, v24 n2 p48-51 Fall. Analyzes the treatment of genocide in secondary world history textbooks. Acknowledges that textbook space is limited, but argues that all should contain some reference to the subject. Concludes that the Armenian genocide, as well as the genocidal acts of Hitler, Stalin, and Mao Tse-tung should be presented in all survey texts. (GEA)…

Fernekes, William R. (1991). Defining Genocide: A Model Unit. Social Education, v55 n2 p130-31 Feb. Outlines a teaching unit, appropriate for grades seven through college, that helps students understand the nature of the United Nations definition of genocide. Questions the adequacy of that definition. Provides four classroom teaching scenarios for a cluster of five to eight class periods, culminating with students writing an essay about genocide. (NL)…

Charny, Israel W. (1985). Genocide: The Ultimate Human Rights Problem. Social Education, v49 n6 p448-52 Sep. The ongoing debate about what constitutes a genocidal act is analyzed. Discussed is a humanistic definition of genocide, i.e., the wanton murder of a group of human beings on the basis of any identity whatsoever that they share–national, ethnic, racial, religious, political, geographical, or ideological. Examples of genocide are provided. (RM)…

Pedersen, Jon, Ed.; Totten, Samuel, Ed. (2010). Teaching and Studying Social Issues: Major Programs and Approaches. Research in Curriculum and Instruction. IAP – Information Age Publishing, Inc. \Teaching and Studying Social Issues: Major Programs and Approaches\ focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: \Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education\ (Lexington, Books, 2006); \Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field\ (Information Age Publishing, 2007); and \Social Issues and Service at the Middle Level\ (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg's pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues… [Direct]

Parsons, William S.; Totten, Samuel (1991). Teaching and Learning about Genocide: Questions of Content, Rationale, and Methodology. Social Education, v55 n2 p84-90 Feb. Points out there has been an increase in curricular materials for the study of genocide. Maintains that teachers need a rationale for teaching about genocide to help them select appropriate content. Provides examples of rationales from leading educators and delineates three teaching models. Includes curricular resources and an eight-item bibliography. (SLM)…

Reynolds, Edwin W. (1989). Human Rights through Holocaust and Genocide Studies: Achievement and Challenges. (Daniel Roselle Lecture). Journal of the Middle States Council for the Social Studies, v11 p24-27 Fall. Discusses a curriculum on the Holocaust and genocide. Expresses the belief that Martin Luther King, Jr.'s dream of human equality can be a world dream. Argues that the curriculum is not a "Jewish" one, because it addresses examples of genocide from many cultures, and its authors are educators of various faiths. (SG)…

Walsh, Joseph A. (2009). The Struggle for Existence: 1859 & Today. American Biology Teacher, v71 n2 p74-76 Feb. The theory that natural selection is the key to adaptive evolution, and the reasoning for his conclusions, were Darwin's contributions to science. However, only half of Americans accept the fact of evolution as true (Gallup, 2008). Walsh contends that there are three reasons that students today find life's existential struggle less apparent. First, popular books suggest that modern American children suffer from \Nature Deficit Disorder\ brought on by children's lack of exposure to unstructured play in unstructured natural environments (Louv, 2005). Second, children in developed countries do not feel that they themselves are in a struggle for existence. Third, it is difficult to reconcile the \Golden Rule\ or the idea of an omnipotent and beneficent Creator with genocide, famine, and epidemics. The notions of good and evil in Nature arise only when one anthropomorphizes predator and prey intentions, but it is difficult for students to avoid this pattern of thinking. Teachers should be… [Direct]

Fernekes, William R. (1987). Authority and Liberty in Conflict: Genocide in Argentina, 1976-1983. A Unit for Study. Social Science Record, v24 n2 p84-88 Fall. Explores questions raised in discussions of genocide and reviews ways in which the topic can be investigated. Argues that no matter what the outcome of student inquiry, it is essential that schools carefully and comprehensively include the study of genocide in social studies curricula as a means of reducing the potential for its occurrence. (GEA)…

Patton, Larry T. (1987). An Interview with U.S. Senator William Proxmire on U.S. Ratification of the Genocide Convention. Social Science Record, v24 n2 p42-43 Fall. Details Senator Proxmire's persistence, over 19 years, to achieve congressional ratification of the United Nations Genocide Convention. Explains his views on its strengths and weaknesses and his conviction that the topic of genocide should be included in the secondary curriculum. Stresses his support for the convention and assesses current attempts to revise it. (GEA)…

Salazar, Egla Martinez (2008). State Terror and Violence as a Process of Lifelong Teaching-Learning: The Case of Guatemala. International Journal of Lifelong Education, v27 n2 p201-216 Mar. Progressive lifelong transformative education has recognized the impact of social inequalities on learning. Some scholars applying feminist knowledge have acknowledged that violence against women (VAW) also affects learning. Yet, in this recognition there is an implicit assumption that learning is itself positive and peaceful, and impacted negatively or positively by external factors and conditions. Implicitly there is also a disconnection of learning from teaching. This article aims to open up a possibility to reflect and study learning-teaching as an articulated process that is not intrinsically peaceful and positive by using the socio-political and cultural phenomenon of state terror, including genocide, in Guatemala. Three state strategies are chosen to demonstrate how state terror was made a political culture of terror: the racialization of space-place, the invention of a sanctioned Guatemalan, and the criminalization of progressive social agency. To explore state terror as a… [Direct]

Kleg, Milton (1987). Genocide: A Concept Action Model. Social Science Record, v24 n2 p68-73 Fall. Presents a concept action model utilizing the topic of genocide to facilitate understanding of social phenomena and provide experience in dealing with complex issues. Concludes that effective learning of this concept requires involvement beyond traditional classroom lectures and calls upon both students and teachers to become personally involved in the process. (Author/GEA)…