Ungar, Michael (2007). The Beginnings of Resilience: A View Across Cultures. Education Canada, v47 n3 p28-32 Sum. A close read of studies of children's development says that remarkably large numbers of children mature successfully despite exposure to poverty, war, violence, family dislocation, cultural genocide, sexual abuse, physical injury, mental illness, loss of a parent, loneliness, hunger, neglect and the numerous other crimes one commits against children. What one learns from children who survive and thrive, or what one calls resilient, is that both individual and environmental factors can protect them. However, these factors vary from one culture to another. Resilience is not an individual quality. It is a condition of the community, the school, the family, as much as a quality of the child. Among the more culturally pluralistic communities in Canada, people are likely to find many definitions of successful growth. Educators need to show humility, to ask about differences, and to demonstrate flexibility in the educational environment in order to make school more comfortable for children… [Direct]

Goughnour, Martha Jean (2013). Increasing Students' Perceptions of Being Valued through the Study of Multicultural Literature and Analysis of Diversity Related Issues in a Regular Level Sophomore English Class. Online Submission, Master of Arts Action Research Project, Saint Xavier University. The action research project report was created to remedy a lack of multicultural literature within the regular level sophomore English class and to assist regular level sophomore students' connection to their reading. The teacher-researcher also examined her students' own ethnic backgrounds, cultures, religions, economic status, gender, and/or sexual orientation in order to reinforce the students' abilities to feel comfortable; like they mattered in class. A total of 82 students participated in the study between August 2012 and January 2013. The teacher-researcher believed that the students did not feel connected to what they were reading in English class and was concerned that they might feel disconnected from classmates and teachers due to the perceptions regarding their backgrounds, cultures, religions, economic status, gender, and/or sexual orientation. The teacher-researcher used three tools to document evidence: a teacher survey (n = 18), a parent survey (n = 52), and a student… [PDF]

Rauch, Julia B. (1970). Federal Family Planning Programs: Choice or Coercion?. Soc Work, 15, 4, 68-75, Oct '70. The author discusses charges of black genocide\ and the difference between the individual and structural theories about the causes of poverty and concludes that lack of access by the poor to family planning services should be regarded as a problem in the distribution of medical services and not as a welfare problem. (Author)…

Whittemore, Katharine (1997). To Converse with Creation: Saving California Indian Languages. Native Americas, v14 n3 p46-53 Fall. Describes the Master-Apprentice Language Learning Program, which seeks to save endangered Native Californian languages by pairing speakers and nonspeakers and providing the pairs with materials, technical support, and personal support. Briefly discusses the history of American Indian genocide and language extinction in California. Includes vignettes describing program participants and their motivations. (SV)…

Brave Heart, Maria Yellow Horse; DeBruyn, Lemyra M. (1998). The American Indian Holocaust: Healing Historical Unresolved Grief. American Indian and Alaska Native Mental Health Research, v8 n2 p60-82. Argues for the existence of historical unresolved grief among American Indians. Outlines the historical legacy of war, genocide, and boarding schools resulting in intergenerational trauma and a host of associated social problems. Suggests healing strategies that integrate modern and traditional approaches to healing at the individual, family, and community level. (Contains 95 references.) (SV)…

Boersema, Jacob R.; Schimmel, Noam (2008). Challenging Dutch Holocaust Education: Towards a Curriculum Based on Moral Choices and Empathetic Capacity. Ethics and Education, v3 n1 p57-74 Mar. We analyse the way in which the Holocaust is taught in The Netherlands, with an emphasis on critically examining the content of secondary school textbooks used to teach Dutch students about the history of the Holocaust. We also interview Dutch educators, government officials and academics about the state of Dutch Holocaust education. Our findings indicate that Dutch students are underexposed to the Holocaust and lack basic knowledge and conceptual understanding of it. Fundamental concerns regarding the civic obligations of citizens in a democracy and basic principles of human rights that are raised by the history of the Holocaust in The Netherlands are often ignored or examined superficially, sometimes because of ambivalence about the extent of Dutch involvement in the genocide of Dutch Jewry. Little attention is paid to the complex moral choices that Dutch citizens faced during the Second World War and the life-or-death implications such decisions had for Dutch Jews. Finally, Jewish… [Direct]

Joseph, Brad (2005). Teaching about the Former Yugoslavia. Social Studies, v96 n3 p133 May-Jun. Teaching students about the former Yugoslavia can be difficult–so much diversity, so much conflict, so much culture. Yet, teaching students about the country matters for two reasons: (1) because the former Yugoslavia is an essential part of understanding World War I and the reemergence of nationalism in a postwar era, and (2) because a study of the topic involves many of the themes that the social studies field struggles to teach, such as genocide and nationalism. Furthermore, in the fifteenth and sixteenth centuries, Jews escaped persecution in Christian Europe by living under Ottoman (Muslim) rule. That often-overlooked event in history has some significant implications for the present Israeli conflict. After giving a brief summary of the region's history that includes implications for the Israeli conflict, the author explains how to use a study of the former Yugoslavia to understand the two social studies themes of genocide and nationalism. After each theme, the classroom…

Munzel, Mark (1974). The Ache: Genocide Continues in Paraguay. IWGIA Document No. 17. In 1972, the Paraguayan Roman Catholic Church protested against the massacre of Indians in Paraguay. This was followed by further protests from Paraguayan intellectuals. These protests led to the removal of Jesus de Pereira, one of the executors of the official Ache policy. Thus, the critics were appeased. Since the beginning of 1973, new protests have been heard from people who fear that the Indian situation has not really changed. There are clear indications that private killing raids against the Ache have not ceased. Life in the forests is dangerous for the Ache, since "groups of hunters, wood cutters and palmito collectors conduct real punitive raids against them". Ache Indians continue to serve as slave labour at various places. Since the Ache reservation was entrusted to the North American mission "To the New Tribes" in 1972, the material standard of the reservation Indians has risen. However, their spiritual situation is questionable. The missionaries…

Harvey, Karen D. (1991). Vanquished Americans. Social Education, v55 n2 p132-33 Feb. Presents an interdisciplinary unit for middle school students, focusing on the removal of the Cherokee and other tribes from Georgia to so-called Indian Territory, also known as the Trail of Tears. Outlines cooperative learning activities addressing whether or not this act constituted genocide. Uses excerpts from the novel, "The Education of Little Tree." (NL)…

Shand, Hope (1978). The Brazilian "Indian Emancipation Decree": Emancipation or Genocide?. American Indian Journal, v4 n12 p15-17 Dec. Reviewing the proposed Brazilian "Indian Emancipation Decree," a recent development in Brazilian Indian policy, this article asserts there is no evidence that this legislation was either proposed or petitioned by Indian people in their own self-interest. (RTS)…

McNeil, Stephen (1978). Brazilian Development vs. the Amazonian Indians. American Indian Journal, v4 n12 p4-14 Dec. We may be involved in a replay of the Indian genocide and dislocation characteristic of early U.S. history through the workings of international economics. This historical account briefly outlines the recent economic developments in the Brazilian Amazon, the effects that those policies have on the natives, and the United States' involvement in recent economic developments. (Author/RTS)…

Armitage-Simon, Wendy; Simon, Roger I. (1995). Teaching Risky Stories: Remembering Mass Destruction through Children's Literature. English Quarterly, v28 n1 p27-31 Fall. Wrestles with the questions of how teachers might understand and respond to the risk of exposing children to graphic historical narratives. Focuses on picture books and novels intended to help children remember, understand, and confront the implications of the Nazi genocide of European Jewry and the use of nuclear weapons on the people of Hiroshima and Nagasaki. (TB)…

Gorrell, Nancy (1997). Teaching the Holocaust: "Light from the Yellow Star" Leads the Way. English Journal, v86 n8 p50-55 Dec. Discusses a five-day Holocaust lesson based around Robert O. Fisch's memoir "Light from the Yellow Star: A Lesson of Love from the Holocaust." Describes class activities as students responded to Fisch's artwork, to his narrative text, living history, living prejudice, and genocide. Concludes that the memoir is an invaluable testimony and invaluable teaching tool. (SR)…

Ambrose, Don, Ed.; Sternberg, Robert J., Ed. (2011). How Dogmatic Beliefs Harm Creativity and Higher-Level Thinking. Educational Psychology Series. Routledge, Taylor & Francis Group In a world plagued by enormous, complex problems requiring long-range vision and interdisciplinary insights, the need to attend to the influence of dogmatic thinking on the development of high ability and creative intelligence is pressing. This volume introduces the problem of dogmatism broadly, explores the nature and nuances of dogmatic thinking from various disciplinary perspectives, and applies the gleaned insights to what is known about creativity. Bringing together leading thinkers in the fields of creative studies and education, and in other relevant fields (history, sociology, psychology) whose work pertains to the various dimensions of dogmatism and the ethical problems it generates, this panoramic view represents interdisciplinary bridge building with the potential to generate new insights about the education of creative young minds. This book is divided into five parts. Part I, Introduction: The Need for Attending to the Influence of DOGMATISM on Creative Intelligence,… [Direct]

Morgan, Joyce Vining (2006). Yves: Hope against the Odds. Journal of College Admission, n192 p6-9 Sum. This article relates the story of Jean-Yves Ngabonziza, a full-need international student. During his senior year, on Rwandan National Mourning Day, April 6, 19-year-old Yves spoke to the entire school community for the first time about his past and the past of his native country. He began with the history of central Africa, introduced the factions of the Rwandan conflict, described the genocide ("a civil war that erupted into genocide"), told how it played out and resolved. It was a remarkably professional presentation, in Yves' fourth language. Yves' education was made possible by the efforts of a Chicago-based Congolese man intent upon establishing a foundation for young Central Africans to be educated in the United States. With the assurance that his organization would provide for Yves' postsecondary education, Yves received a full scholarship package and stipend. The author contends that if individual philanthropists and foundations could match a college offer of a… [PDF]

Adams, Clayton; And Others (1985). Teaching about the Holocaust and Genocide. The Human Rights Series, Volume II. Designed to assist secondary school social studies, English, and humanities teachers as they teach about the Nazi Holocaust, the second of two volumes serves as a continuing introduction to the concept of human rights. Building on the first volume, which dealt with the roots of intolerance and persecution and precursors of the Holocaust, this volume focuses primarily on the Nazi Holocaust and its implications for our future. Because the guide is not a textbook, but rather a collection of materials and activities about the Holocaust and other examples of genocide, the learning activities are not arranged in a developmental order and may be taught in any sequence. This second volume, beginning with Unit III, examines anti-Semitism–traditional, religious, and racial; Nazi thought; the Nazi rise to power; "The Final Solution"; perpetrators and victims; responses by individual institutions and nations; and judgment, justice, and survivors. Unit IV, "Implications for Our…

Chrisjohn, Roland D; Maraun, Michael; Young, Sherri L. (1997). The Circle Game: Shadows and Substance in the Indian Residential School Experience in Canada. This book develops an alternative account of Canada's operation of Indian residential schools and provides recommendations for undoing what has been done. Derived from a report on residential schooling submitted to the Royal Commission on Aboriginal Peoples in October 1994, the book discusses the language and rhetoric surrounding residential schools and argues that existing accounts in various media obscure and misinform about the facts and their interpretation. Rather than undoing the harm done by Indian residential schools, present-day accounts maintain and extend that abominable era. Chapters are: (1) Unanswered Questions/Unquestioned Answers (the "standard" account); (2) Ground Sternly Disputed (critical analysis of "slippery language" related to motives, "mistakes," and apologies); (3) The Events (testimony before Royal Commissions, physical and psychological abuses in Indian residential schools, unsuitable living conditions, church and…

(2004). Crimes Against Humanity and Civilization. Facing History and Ourselves Facing History and Ourselves is a nonprofit educational organization whose mission is to engage students of diverse backgrounds in an examination of racism, prejudice, and antisemitism in order to promote a more humane and informed citizenry. As the name Facing History and Ourselves implies, the organization helps teachers and their students make the essential connections between history and the moral choices they confront in their own lives by examining the development and lessons of the Holocaust and other examples of genocide. It is a study that helps young people think critically about their own behavior and the effect that their actions have on their community, nation, and the world. It is based on the belief that no classroom should exist in isolation. Facing History programs and materials involve the entire community: students, parents, teachers, civic leaders, and other citizens. The Chapters are listed in the Table of Contents as follows: Chapter I, Identity and History;…

Klein, Thomas (1993). "Facing History" at South Boston High School. English Journal, v82 n2 p14-20 Feb. Describes how the "Facing History" social studies curriculum (which moves students from literary and historical examples of genocide back to present-day experiences of intolerance and racism) is taught in an English class at South Boston High School. Describes various activities undertaken in the class related to this curriculum. Sketches the role and behavior of the classroom teacher. (HB)…

Kunczt, Kim (1993). Beyond Anne Frank. Educational Leadership, v51 n3 p35 Nov. According to a former junior high school teacher, eighth graders–inquisitive and opinionated–are not too young to grasp the impact of the Holocaust. This teacher went beyond "The Diary of Anne Frank" to push deeply into topics of genocide, racism, prejudice, and persecution. Students approached this discussion by considering examples of human rights violations in the news. (MLH)…

Lopez-Varela, Asuncion, Ed. (2012). Social Sciences and Cultural Studies–Issues of Language, Public Opinion, Education and Welfare. InTech This is a unique and groundbreaking collection of questions and answers coming from higher education institutions on diverse fields and across a wide spectrum of countries and cultures. It creates routes for further innovation, collaboration amidst the Sciences (both Natural and Social) and the Humanities and the private and the public sectors of society. The chapters speak across socio-cultural concerns, education, welfare and artistic sectors under the common desire for direct responses in more effective ways by means of interaction across societal structures. This book contains the following chapters: (1) Are the Social Sciences Really- and Merely-Sciences? (Jeffrey Foss); (2) Karl Popper and the Social Sciences (Sylvain K. Cibangu); (3) Historicism, Hermeneutics, Second Order Observation: Luhmann Observed by a Historian (Jaap den Hollander); (4) The Significance of Intermediality in the Immortalization of the French Republican Nation (1789-1799) (Montserrat Martinez Garcia); (5)… [Direct]

Strout, Erin (2008). Universities Try to Serve a Generation of Those Who Seek to Do Good. Chronicle of Higher Education, v54 n30 pA23 Apr. The young adults choosing careers today watched as the Twin Towers fell, as Katrina swept onto land, and as the Asian tsunami left devastation in its path. They have led protests against the genocide in Darfur. And they spent most of their teen years with the United States at war. Those same young adults–many of them college students–have seen nonprofit organizations step in to help during times of turmoil. Combine that with service-learning requirements and a rise in volunteerism during high school, an extraordinary increase in the number of charities created over the past two decades, and the anticipated retirement of baby-boomer nonprofit executives, and it adds up to high demand for undergraduate programs in nonprofit management. For many years, the only way to earn the credentials needed to lead a nonprofit organization was to get a graduate degree or enroll in a certificate program. Not so anymore. A handful of colleges, including Arizona State and the University of… [Direct]

Turner, Castellano B.; Wilson, William J. (1976). Dimensions of Racial Ideology: A Study of Urban Black Attitudes. Journal of Social Issues, 32, 2, 139-152, Spr 76. Six dimensions of racial ideology were analyzed based on interview data from 1934 blacks in a large northeastern city and a southern city. Blacks who favor separatism tend to be more alienated, fearful of race genocide, race conscious, and supportive of racial violence than those who endorse cooperation. Younger persons and males are substantially more in favor of racial violence than older persons and females. (Author/JM)…

Fish, Mary; Reese, Jim E. (1973). Economic Genocide: A Study of the Comanche, Kowa, Cheyenne and Arapaho. Negro Educational Review, 24, 1-2, 86-103, Jan-Apr 73. Examines the destruction of the economic world of the Comanche, Kowa, Cheyenne and Arapaho, focusing on some of their capacities and early achievements in relationship to their economic base, and viewing the impact of the changes brought by the white man. (Author/JM)…

New Breast, Theda (1990). Stop Contributing to Our People's Genocide. The Role of Community Prevention. Winds of Change, v5 n3 p41-44,46-47 Sum. Outlines a community action process that American Indian communities could use to develop their own drug and alcohol abuse prevention programs. Describes a community prevention system framework developed by the Office of Substance Abuse Prevention. Compares the community empowerment system with the agency-directed service delivery model. (SV)…

Short, Geoffrey (2005). Learning from Genocide? A Study in the Failure of Holocaust Education. Intercultural Education, v16 n4 p367-380 Oct. The importance of learning lessons from the Holocaust and from the mass slaughter in Rwanda was recognised in the theme underpinning Britain's Holocaust Memorial Day in 2004. This article is principally concerned with the lessons learnt from the Holocaust by a culturally diverse group of students aged 14 to 16. They all attended schools in an outer London borough and were interviewed after taking part in a local event held to mark the 2004 commemoration. The article concludes with a discussion of the main findings of the investigation…. [Direct]

Moore, Dennis (1994). Moving beyond the Black Legend: Chicano/a and Latino/a Literature. According to a footnote in the 1990 book "The Noble Savage,""The Spanish Black Legend is the view of Spain's genocide in The New World, as accounted for by Bartolome de las Casas and the European historians who, during the sixteenth and seventeenth centuries, denounced this genocide, often utilizing it as an anti-Spanish propaganda tool" used by the English. This anti-Spanish feeling is more than evident in De Crevecoeur's "Letters from an American Farmer," in which, for instance, narrator James points out the decadence of Lima (Peru). Unfortunately, the legacy of this Black Legend remains with the American culture today. Consider the distaste the dominant culture feels for the stereotype of the "pachuco," the cocky young Chicano male. Or consider this anecdote: during a portion of the Penn State Conference on Chicano/a and Latino/a literature, Paul Lauter pointed out that when he, as a Jewish child growing up in Brooklyn, had to decide which… [PDF]

Nick, Ann L. (1977). Teachers' Guide to the Holocaust. The teaching guide is designed to aid high school history and social studies teachers as they develop and implement programs on the Holocaust. The document is presented in four chapters. Chapter I explains that Holocaust refers to the persecution and genocide of Jews and political opponents of the Nazi regime in Germany in the 1930s and 1940s. Chapter II presents a rationale for teaching about the Holocaust, outlines objectives, explains how the unit can be integrated into history courses, and suggests parallels of the Jews' experience in Europe with minority groups' experience in the United States. Chapter III provides background information on Germany, Adolph Hitler, anti-Semitism, genocide, and the Nuremberg trials and outlines lessons on anti-Semitism, the extent of the Holocaust, concentration camps, and student reactions to the study of the Holocaust. For each lesson, information is given on activities, concepts, and objectives. Activities involve students in role playing,…

Waghid, Y. (2007). Educating for Democratic Citizenship and Cosmopolitanism. South African Journal of Higher Education, v21 n5 p584-595. Over the past century our world has witnessed much uncertainty and ambivalence as a consequence of inhumane acts perpetrated against humanity such as murder, extermination, enslavement, deportation, persecution on political, racial or religious grounds, war crimes (mistreatment of civilians and non-combatants as well as one's enemy in combat), and genocide (through ethnic cleansing, mass executions, rape and cruel punishment of the enemy). These \crimes against humanity\ once again require the emergence of norms which ought to govern relations among individuals in a global civil society (Benhabib 2006, 20). Drawing on the seminal ideas of Amy Gutmann (1996) and Seyla Benhabib (2006), I want to offer some ways democratic citizenship and cosmopolitanism can enhance the educational project of ensuring universal justice for all individuals and not just members of our own societies. Firstly, I shall argue that educating for cosmopolitanism is conditional upon the cultivation of democratic… [Direct]

Lindquist, David H. (2007). A Necessary Holocaust Pedagogy: Teaching the Teachers. Issues in Teacher Education, v16 n1 p21-36 Spr. The Holocaust is perhaps the most compelling topic studied in American schools today. Many educators who consider teaching the Holocaust feel deterred from doing so for several reasons: (1) They lack the confidence needed to develop a Holocaust unit; (2) They feel that the subject's complexity is overwhelming historically and pedagogically because the Holocaust is a thorny subject; and (3) They worry about whether or not they can present such an emotionally charged subject in a way that does justice to the topic while observing the sensitivities that must be considered in planning a course of study for middle, junior high, or senior high school students. Planning a unit of study on the subject must involve a highly developed understanding of the complexities that are central to both the history and the pedagogy of the event. This article describes how a midwestern public university developed a course on the Holocaust while taking into consideration the issues concerning this… [PDF] [Direct]