Raudsepp, Maaris; Zadora, Anna (2019). The Sensitive Scars of the Second World War in Teaching European History. Pedagogy, Culture and Society, v27 n1 p87-110. In this paper, we analyse the Second World War (WW2) and the Holocaust as genocide during WW2 as sensitive topics in history teaching as perceived by 719 teachers from Austria, Belarus, Estonia, Finland, France, Germany, Israel, Italy, Serbia and the Netherlands. Using the thematic content analysis of open answers to an online questionnaire we explore the reasons for the sensitivity of these topics. The reasons for sensitivity were found to lie in cognitive and emotional barriers to treating the atrocities, violence and discrepancies between different perspectives on WW2 of social memory groups. A relatively new dimension, confirmed by the research, is the problem of the aestheticisation of the violent past. This can lead to banalisation and even legitimisation of the violence and aspects of the violence that pupils perceive to be fascinating. The results are discussed in the framework of multi-layered collective memory…. [Direct]

Bryan Gillis (2019). The Honor List of 2018 Prize-Winning Young Adult Books: Following Your Heart and Speaking Your Truth. English Journal, v109 n1 p97-102. The 2018 "English Journal" young adult honor list selections are an amazing mix of truth and fiction, fact and fantasy. The protagonists, five females and one male, all demonstrate what it means to follow your heart and speak your truth. Consideration of young adult books for inclusion in the 2018 Honor List begins in January and February of 2019 as the awards for the 2018 publications are announced. Ultimately, the list is winnowed to six books that represent the "best of the best." Each books, described by the author, offers opportunities for teachers to explore a multitude of topics with their students: culture, religion, sexuality, sexism, gender roles, racism, persecution, prejudice, genocide, dysfunctional families, rape culture, and teen violence are all prominently featured in the selections. Although complex and sometimes difficult, these topics become much more adolescent friendly when viewed through the lens of young adult literature…. [Direct]

Haydn, Terry; Kelleway, Elisabeth; Spillane, Thomas (2013). "Never Again"? Helping Year 9 Think about What Happened after the Holocaust and Learning Lessons from Genocides. Teaching History, n153 p38-44 Dec. "Never again" is the clarion call of much Holocaust and genocide education. There is a danger, however, that it can become an empty, if pious, wish. How can we help pupils reflect seriously on genocide prevention? Elisabeth Kellaway, Thomas Spillane and Terry Haydn report teaching strategies that focused students' attention on what came after the Holocaust, on events in Rwanda, on warning signs and steps to genocide and on the nature of genocidal language. They encouraged students to apply their learning about the past to the present–in Chechnya–with beneficial effects on student engagement and understanding…. [Direct]

Dahlgren, Robert L.; Gradwell, Jill M.; Rodeheaver, Misty D. (2014). "We Are Dumbledore's Army:" Forging the Foundation for Future Upstanders. Journal of International Social Studies, v4 n2 p57-72. The profusion of human rights atrocities and purported incidents of genocide across the globe in recent decades has increasingly forced multiple and complicated issues associated with combating these violations onto the political agendas of world leaders and institutions. Scholars are united in recognizing the growing importance and need for critical instruction on the complex issues related to human rights and genocide studies to inspire high school students toward a global, democratic citizenship for the 21st century. Therefore, how do educators and student programs prepare students to critically examine these complex questions in a way that encourages global citizenship? This study, conducted during a two-week intensive summer institute on human rights and genocide studies in western New York state, assessed the ability of a human rights and genocide educational institute to foster higher levels of self-efficacy among the participating students and their ability to be… [PDF]

Richard C. Clark (2024). In My Softest & Most Liberatory Dreams: Reflections on Holding Complexity & Decentering Whiteness. ProQuest LLC, Ph.D. Dissertation, City University of New York. As the world contends with a global pandemic, climate catastrophes, white supremacy, coloniality, and concurrent genocides my attention splinters. In an act of futurity, or future making, I ask myself: "What is needed to move from this place toward softer, more liberatory futures?" This body of work finds its answer in exploring two interrelated concepts: "Decentering Whiteness" and "Holding Complexity. Decentering Whiteness" is the process of working toward a future where all the personal, spiritual, educational, epistemological, social, structural, psychological, financial, and systemic ties to white supremacy are unraveled. "Holding Complexity" weaves together knowledges of care, accountability, intersectionality, and assemblage. It illuminates a potential path toward that imagined future of "Decentering Whiteness." It is defined here as the practice of continuously working to challenge and expand one's knowledge, language, and… [Direct]

Hess, Juliet (2023). When the Project Is Not Understanding: Music Education for the Incomprehensible. Studies in Philosophy and Education, v42 n3 p261-282 May. In this paper, I consider pedagogical moments when the project of pedagogy is to "not understand," as understanding would entail complicity with dehumanization. I explore the slipperiness of understanding and parse when understanding is helpful and when it reinscribes structures of dehumanization. I examine when it might be important in music education pedagogy to foster a refusal to understand, specifically in cases of extreme suffering that might occur in projects of dehumanization, atrocity, and genocide. Then, I explore the ethics embedded in different forms of understanding and consider why not understanding is sometimes the ethical path and tease out the complexities of such refusals to understand. Subsequently, I focus on what music might contribute to this pedagogical approach. I then explore and critique empathy and the project of empathy in education. Ultimately, I consider the role of discomfort in music education to facilitate these kinds of refusals. I center… [Direct]

Ademe, Enguday; Awgichew, Sisay (2022). History Education for Nation-Building in Ethiopia, Germany, Rwanda, South Africa, Switzerland, and USA: A Comparative Analysis. Cogent Education, v9 n1 Article 2113210. This study examined the role of history education for nation building in Ethiopia, Germany Rwanda, South Africa, Switzerland, and USA using a comparative research method. Student textbooks and syllabi were the main data sources. Document review was the principal data-gathering tool and the data was analysed qualitatively. Findings revealed that there are some aim and learning objectives embedded in the textbooks and syllabi to cultivate unity and patriotism, and promote democratic values that facilitate nation building. Except in the context of Rwanda and USA, in all countries national history textbooks gave more emphasis to regional and global topics than national topics. In Rwanda, South Africa, and Ethiopia centrally prescribed one-size-fits-all contents focused on national narratives that appear to intentionally overlook ethnic-narratives. After the historic genocide in Rwanda and apartheid in South Africa, history textbooks focused on peace and reconciliation, and settlement of… [Direct]

Spolsky, Bernard (2019). A Modified and Enriched Theory of Language Policy (and Management). Language Policy, v18 n3 p323-338 Aug. Earlier, I proposed that language policy could usefully be analyzed as consisting of three independent but interconnected components, language practices, language beliefs or ideologies, and language management. It was also argued that failure to recognize that language policy can exist in other domains and at other levels than the nation-state, ranging from the family to international organizations was one of the reasons for the ineffectiveness of state planning efforts. From looking at a number of cases, some modifications are now suggested. First, within management, is to note the distinction between advocates (without power) and managers. Second, is to add the level of the individual, noting the importance of self-management, attempts to expand personal repertoires to enhance communication and employability. Finally, it is pointed out that even when this leads to a workable language policy, it may be blocked or hampered by non-linguistic forces such as genocide, conquest,… [Direct]

Gudgel, Mark (2021). Think Higher Feel Deeper: Holocaust Education in the Secondary Classroom. Teachers College Press Approaching the Holocaust in your classroom can be a difficult, often daunting task. This practical guide for English and social studies teachers features lessons learned from the author's 17 years of experience teaching the subject in public schools, as well as his work with the United States Holocaust Memorial Museum. Using anecdotes and empirical data, Gudgel offers advice for teaching the Holocaust in a way that is nuanced, socially responsible, and historically accurate. He provides guidance on common challenges and questions teachers will encounter, such as correcting misconceptions, using films, and discussing genocide with secondary students. While World War II grows ever more distant in the past, the lessons of the Holocaust are perhaps more relevant today than ever before. It may never be easy to teach about the Holocaust, but it can be done in ways that make it edifying and empowering, rather than causing despair. This approach is as important for educators as it is for… [Direct]

Kabwete, Charles Mulinda; Kagwesage, Anne Marie; Kambanda, Safari; Murenzi, Janvier (2020). Fighting Intellectual Marginalisation through Critical Thinking: A Glimpse at Mature Women's Tertiary Education in Rwanda. Research in Post-Compulsory Education, v25 n1 p68-90. This paper studies the motivations of 130 women who returned to education after the genocide against Tutsi. After 1994, Rwandan mature women embraced university education in greater numbers due to marginalisation at work, inhabiting a subaltern position as a consequence of their gender and secondary level of education. One way of overcoming work marginalisation was to enrol in an undergraduate programme that coincided with their current job or their prospective career. This article explores how attending university increased female students' critical thinking skills. It will examine the impact of the university on their social and professional lives. By using a range of qualitative and quantitative research methods, this paper will explore the motivation of mature female students from four private and public universities in Rwanda. This paper, which draws upon a constructivist approach, argues that the female mature students who participated in this study became critical thinkers… [Direct]

Bradley, Deborah (2020). We Are All Haunted: Cultural Understanding and the Paradox of Trauma. Philosophy of Music Education Review, v28 n2 p4-23 Spr. In this paper, I explore the question: What would it mean for history to be understood as the history of trauma? First implied by Sigmund Freud (2003/1920) in "Beyond the Pleasure Principle," and later taken up the Cathy Caruth (1991, 1993, 1996), the question has broad implications for music education. The nature of trauma as an enigma, as something experienced but not fully grasped in consciousness that returns to "haunt" its survivors through repetitive phenomena such as flashbacks, nightmares, and unexplainable reactions to sights, sounds, smells, and other stimuli, has been documented to affect not only individuals who have experienced violent events but entire cultures that have experienced trauma such as war, natural disaster, genocide, colonialism, racism, and other forms of trauma that are passed down through generations. Trauma as an enigma raises a variety of paradoxes emerging from its relationship to history and to pedagogy, including the relationship… [Direct]

Arellanes Cano, Mayem; Baloes Guti√©rrez, Gisela; Guti√©rrez Lu√≠s, Beatriz; Meyer, Lois M. (2019). Seismic Aftershocks and Language Policy in Oaxaca, Mexico: A Collaborative Account of Resolve and Resistance in Teachers' Defense and Use of Original Languages. FIRE: Forum for International Research in Education, v5 n3 p129-151. Since 2013, Oaxacan Indigenous educators have experienced "seismic aftershocks" from three tumultuous developments: the massive 8.2 earthquake in September 2017 along Oaxaca ¥s Pacific coast, immediately followed by other earthquakes and continuing tremors; homogenizing federal education reforms imposed since 2013, including the projected closure of 100,000 rural schools and elimination of pedagogical preparation for teAmerican achers; and the surprise election of Andr√©s Manuel L√≥pez Obrador, called the first leftist Mexican president in decades. In this article, Indigenous teachers and their U.S. colleague collaboratively narrate and analyze two case studies of efforts in specific Oaxacan schools to defend and promote original language use and Indigenous pride, despite earthquake damage to school structures and repression and political abandonment by federal and state governments. A final reflection by a Native American educator places the Oaxacan findings into the wider… [PDF]

Harris, Richard; Leyman, Tamsin (2013). Connecting the Dots: Helping Year 9 to Debate the Purposes of Holocaust and Genocide Education. Teaching History, n153 p4-10 Dec. Why do we teach about the Holocaust and about other genocides? The Holocaust has been a compulsory part of the English National Curriculum since 1991; however, curriculum documents say little about why pupils should learn about the Holocaust or about what they should learn. Tamsin Leyman and Richard Harris decided to use the opportunity presented by the recent National Curriculum review to explore these issues with pupils, some of whom had studied other genocides and some of whom had not. Their article reports how students responded to the challenge in the context of learning about the Holocaust and the Rwandan genocide and argues that asking students to think about why and how they are learning about these topics has beneficial effects, not least on students' thinking about the significance of the Holocaust…. [Direct]

Haynes, Phillip (2020). The Impact of Home-Based Educational Multi-Correlates on Academic Achievement: An Analysis of Gender Discrepancies in Rwanda. International Journal of Inclusive Education, v24 n5 p561-577. The purpose of this study was to investigate the effect of home-based 'educational multi-correlates', an inter-related group of factors relating to a child's home environment, on academic achievement in a primary school in Rwanda. The specific educational multi-correlates considered in this study were parental education level, parental involvement in the child's education, and family socio-economic status. The students enrolled in the study were 334 children — 167 boys and 167 girls — at a private primary school in post-genocide Rwanda. The primary instrument used to gather data was a Likert scale survey. This, along with the students' academic records and test scores, was used to answer the following research question: To what extent do specific home-based educational multi-correlates impact academic achievement based on gender within a Rwandan primary school context? The relationships between the independent home-based variables and the dependent variable of academic achievement… [Direct]

Ekiaka Nzai, Valentin; Olague, Rub√©n (2014). Cultural Genocide through Mainstream Media: A Brief Critical Analysis. Journal of Latinos and Education, v13 n4 p309-316. While the U.S. mainstream media continues to exercise its right of way in the American landscape, the predominant culture faces a population and popularity decrease. Diversity is slowly finding a perennial nest for growth, although minorities are still being shelled by mainstream media that consciously and unconsciously make the attack a priority in their news and entertainment properties. This article provides an overview of the cultural genocide caused by mainstream media, considering it is in the hand of the hegemonic group that finds it necessary to condemn anything that is different in a society that is pluralistic by nature…. [Direct]

Wilder, Lynn K. (2015). Multiculturalism Is a Condition of the Heart: White Voices inside the Walls of Southern Universities. Multicultural Learning and Teaching, v10 n2 p255-267 Sep. Multiculturalism was founded after the genocide of the Holocaust to ensure acts of annihilation toward a people group never again occurred. Fifty years after the Civil Rights Movement in the United States, diverse faculty and diverse students are still underrepresented in universities. In absentia and expecting more diverse faculty, how can White faculty effectively promote moral multiculturalism?… [Direct]

Nzahabwanayo, Sylvestre (2018). Identification and Critique of the Values Education Notion Informing the "Itorero" Training Program for High School Leavers in Post-Genocide Rwanda. Interchange: A Quarterly Review of Education, v49 n1 p111-132 Feb. While the academic literature is replete with affirming that 'values-explicit' citizenship education programs are biased and indoctrinatory, there is scant attention to substantiate this claim. The present paper fills this gap; it investigates the values education notion informing "Itorero," a non-formal citizenship education platform for high school leavers (HSLs) in post-genocide Rwanda. The research reported here used a survey questionnaire, focus groups and interviews. The article engages with character education, care ethics, cognitive moral development and values clarification approaches to highlight the values education notion deemed preferable to competing concepts. It is revealed that in educating HSLs for values, "Itorero" is vehemently committed to character education. I argue that the overreliance on this approach raises serious concerns particularly because values education as it is done in "Itorero" seems like the cultivation of supportive… [Direct]

Black Water, Clarence; Black, Theron; Crop Eared Wolf, Star; Day Chief, Perry; Fellner, Karlee D.; Krugar, Deon; Monroe, Lauren, Jr.; Pepion, John; Schwartz, Kelly Dean; Tabor, Shannon M.; Van Bavel, Marisa (2023). Healing, Empowering, Engaging, Learning, and Decolonizing through Culture: Living Wellness, Resilience, and Resurgence in the Classroom through Creative Arts. Canadian Journal of School Psychology, v38 n1 p86-104 Mar. Art and Indigenous culture are inseparable. From the immaculately decorated lodges and war shirts of thousands of years to contemporary mixed and digital media images, Indigenous arts are expressions of survivance. Creative arts have sustained Indigenous ways of knowing, being, doing, and healing through attempted cultural genocide. Research has shown that art engages youth in life skill-building, learning, emotional regulating, and spiritual healing, supporting art as an intervention for wellness. Culturally-based artistic expression and the process of creating promotes wellness among Indigenous youth. As primary sites of assimilation and colonialism, educational institutions have a responsibility to enact reconciliation through culturally-rooted arts-based approaches to wellness. School psychologists are wellpositioned to support these approaches. This study took place in Kainaiwa in Southern Alberta and explored Niitsitapi artists' and educators' perspectives on the impacts of… [Direct]

Kaleeba, Ali; Rubagiza, Jolly; Umutoni, Jane (2016). Teachers as Agents of Change: Promoting Peacebuilding and Social Cohesion in Schools in Rwanda. Education as Change, v20 n3 p202-224. Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people's mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi. The paper draws on data collected for an on-going broader study researching the role of teachers in peacebuilding in post-conflict contexts of Rwanda and South Africa. The methods used for data collection were semi-structured interviews, focus-group discussions, questionnaires and classroom observations. Theoretically the paper is informed by the broader research framework on sustainable peacebuilding in post-conflict situations, using the four dimensions of "recognition",… [Direct]

Devlin-Scherer, Roberta; Sardone, Nancy B. (2015). Exploring Sensitive Subjects with Adolescents: Using Media and Technology to Teach about Genocide. American Secondary Education, v43 n2 p4-17 Spr. This paper discusses potential strategies and sources for approaching uncomfortable topics and reviews the challenges facing teachers who choose to do so with the topic of genocide as an example. Using a variety of techniques, including graphic organizers, political cartoons, comic books and graphic novels, films, children's and young adult literature, paintings and photographs, podcasts/audio files, exhibitions, Web Quests, and game-based learning, teachers enable students to develop multiple perspectives about tragic events. A section on reparations and transitional justice suggests some positive ways to conclude such a unit…. [Direct]

Gutierrez, Sasha; Karner, Karina; Sabnis, Sujay V.; Sullivan, Amanda L.; Yohannan, Justina (2021). Trauma as a Social Justice Issue: Foundational Knowledge. Communique, v50 n3 p1, 31-33 Nov. Empirical investigations have found trauma to be disproportionately concentrated in and experienced by minoritized communities (Gherardi et al., 2020; Muldoon et al., 2021). Although trauma also occurs as a result of natural disasters or accidental events, the effects of these traumas tend to be less severe than those resulting from events of human design (Muldoon et al., 2021). The genocide of Indigenous people and the colonization of their lands, the legacy of chattel slavery and ongoing state-sanctioned violence against Black people, the gendered interpersonal violence against women and LGBTQ people, the forced sterilization of disabled people, and chronic poverty are all reflections of a White supremacist, ableist, gendered, and materially exploitative system that has traumatized many. Thus, a commitment to trauma-informed practice necessitates reckoning with the social conditions which produce and perpetuate trauma. In Part 1 of the National Association of School Psychologists… [Direct]

Dalton, Kelly; Hinshaw, Sarah; Knipe, John (2019). Guatemalan Ixil Community Teacher Perspectives of Language Revitalization and Mother Tongue-Based Intercultural Bilingual Education. FIRE: Forum for International Research in Education, v5 n3 p84-104. Recent scholarship indicates several benefits of mother tongue education (MTE) in supporting student learning. Within one Mayan community in Guatemala, Ixil is the mother tongue spoken at home and faces extinction due to Indigenous oppression and genocide. This qualitative case study highlights efforts of 13 teachers and administrators at one primary school that took up the dual task of offering MTE and revitalizing the Ixil language. In order to gain a better understanding of Indigenous teachers' perceptions of language, culture, and MTE, this research was guided by the following questions: (1) How do teachers perceive their own understanding of attitudes and beliefs about language and culture? (2) How do they perceive their role in MTE and language revitalization? (3) Are teachers critical in their understanding of the importance of language revitalization and best practices for language pedagogy? Data was collected via site observations and surveys, then analyzed using constant… [PDF]

Pearcy, Mark; Rich, Jennifer (2018). "The Boy in the Striped Pajamas": Critical Analysis of a Film Depiction of the Holocaust. Social Studies, v109 n6 p294-308. Film depictions of the Holocaust have become a ubiquitous part of social studies education, as many states have mandated Holocaust or genocide curricula in recent years; however, the quality of such curricula varies greatly, as does the level of teacher preparation for Holocaust-based instruction. Given the increase in mandates and the lack of more rigorous content knowledge expertise, many teachers turn to films, such as "The Boy in the Striped Pajamas," to represent, for students, the horrors of the Holocaust. The film, however, is deeply problematic in several ways–historical inaccuracy, questions of agency and gender, and an overarching message that represents a potentially dangerous interpretation of responsibility for the greatest crime in human history. This article explores the failings of "The Boy in the Striped Pajamas" and proposes strategies that teachers may use to mitigate the film's shortcoming and to provide for a valuable learning experience for… [Direct]

Nedd, Rolecia; Traver, Amy E. (2018). Incorporating Campus-Based Cultural Resources into Humanities Courses. Liberal Education, v104 n1 Win. In this article, the authors reviewed one effort to deepen students' connections to the humanities through the use of campus-based cultural resources at Queensborough Community College (QCC) of the City University of New York (CUNY), a minority-serving institution in one of the most diverse counties in the United States. Focusing specifically on the 2015-16 colloquia series "Gender, Mass Violence, and Genocide," organized by the first author through the Harriet and Kenneth Kupferberg Holocaust Center (KHC) and with the National Endowment for the Humanities (NEH) matching support, the authors outlined and compared the findings of a two-phase exploratory research protocol designed to assess students' aligned learning. While phase one measured that learning against the dimensions of the AAC&U Global Learning Valid Assessment of Learning in Undergraduate Education (VALUE) Rubric, phase two used content analysis to parse the meaning and evidence of each dimension from a… [Direct]

d'Ardenne, Patricia; Kiyendeye, Moses (2015). An Initial Exploration of the Therapeutic Impact of Music on Genocide Orphans in Rwanda. British Journal of Guidance & Counselling, v43 n5 p559-569. The 1994 Rwandan Genocide murdered over a million and brought on incalculable distress to survivors. An non-governmental organisation, "Network for Africa," has a music programme to rehabilitate orphans in Kigali, now entering adulthood. This naturalistic study investigated whether music had transformational meaning for participants. Thirteen participants, (F = 7; M = 6) formed two brief focus groups to explore how music making changes them. Responses were audio recorded, analysed qualitatively by an iterative process to derive initial and then overarching themes. Three major themes emerged: music changes my past, music gives me a safe place in the present including fellowship and prayer and music provides me with personal resource to face an uncertain future. The themes resonate with cognitive therapy elements in managing post-traumatic problems, including grounding and processing the past. Implications of music making for traumatised communities are explored and… [Direct]

Russell, S. Garnett (2018). Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Postgenocide Rwanda. Comparative Education Review, v62 n3 p385-408 Aug. In postgenocide Rwanda, education is viewed by the national government as crucial for shaping a new, unified civic identity but also as a tool to address the past genocide. Drawing on Rwanda as a case study, this article analyzes national curriculum documents, school textbooks, and interviews with teachers and students in order to understand the following questions: To what extent does the Rwandan state integrate global rights discourses within the civics curricula and textbooks? How do teachers and student engage with these global discourses in the classroom? I find that while the national civics curriculum intends to inculcate a traditional notion of citizenship, emphasizing patriotism and loyalty to the state, the curriculum also includes global norms oriented toward human rights and global citizenship. However, divergent discourses are evident in the classroom among students and teachers where only some aspects of the global models are embraced. This points to an inherent tension… [Direct]

Harrison, Ed; McKay, Peter; Spencer, Marsha; Trimble, Bernadette (2017). A Deeper Understanding of Cultural Safety, Colonising and Seating in a Teacher Education Program: a Preliminary Study. Australian Journal of Indigenous Education, v46 n2 p182-189 Dec. This preliminary study considers the implications of where students of Aboriginal descent sat in a teacher education classroom, its significance in relation to the space of the classroom, the importance of the place to the individual and its links to creating a climate of cultural safety in the classroom. Six students from two cohorts of varying sizes were interviewed as to why they sat where they did in the classroom and why the place where they sat remained relatively stable. The study uses quotations from the students and reflectively seeks to understand their experience in the class. Risking themselves in a university context which itself is the product of the very colonisers who created the conditions for cultural genocide through residential schools. It is tentatively concluded that where First People sit in the classroom maybe reflective of the territory to which they belong…. [Direct]

Murphy, Harry (2019). Dealing with the Devil: The Triumph and Tragedy of IBM's Business with the Third Reich. History Teacher, v53 n1 p171-193 Nov. Innovation and invention drive the world forward and thrive off a free market that rewards individuals and companies that can tap into supply and demand. During tragedy, especially wartime, this can take a dark turn when the triumph of invention and profit is gained from human tragedy. International Business Machines Corporation (IBM) saw warfare as an opportunity to capitalize off of both sides. In January 1933, Adolf Hitler was elected chancellor of Germany. Hitler implemented many racial laws that prohibited Jews from public living. IBM's business with Germany began when the United States entered World War I, and IBM's property was seized by the German government for being owned by an international adversary. The profits made from Germany between 1933 and 1945 lifted IBM out of America's "Great Depression" and surged the company to its best performing decade. IBM's business with the Nazis is a stain on American business and a reflection on how far some are willing to go… [PDF]

Abeita, Andrea; Desai, Shiv R. (2017). Institutional Microaggressions at a Hispanic Serving Institution: A Din√© (Navajo) Woman Utilizing Tribal Critical Race Theory through Student Activism. Equity & Excellence in Education, v50 n3 p275-289. From private to public, from small to large, campus protests and demonstrations have risen across the country to address institutional racism regarding a range of issues including offensive Halloween costumes, university/college seals, lack of faculty color, and racist vandalism. One such example occurred at Southwest University where Native American students were protesting the university seal, which represents settler colonialism and genocide. In this article, we provide a case study of Joy, a Din√© (Navajo) young woman, and describe her student activism in regards to the seal and how she utilizes it to connect to her culture, language, and identity. We utilize critical race theory (CRT) and tribal critical race theory (TribalCrit) to analyze the institutional microaggressions that Joy experienced on campus. Our main conclusions explain how student activism enables students to address systemic racism and provides a vehicle to create better conditions on university campuses…. [Direct]

Liu, Joyce C. H. (2020). Beyond Borders: Trans-Local Critical Pedagogy for Inter-Asian Cultural Studies. Educational Philosophy and Theory, v52 n11 p1162-1172. This paper challenges the apparatus of knowledge in the reproduction of the nationalist narrative of historical trauma that leads to the making of exclusive nationalism and unequal citizenship, particularly in East and Southeast Asia. I take the case of the 1965-66 genocide in Indonesia as an example to illustrate how the cultural trauma that took place in the Cold War Era had marked the turning point for follow-up nation-building and the cooperative distortion of the past through the politics of denial. This phenomenon does not happen only in Indonesia but also in other countries in the Northeast and Southeast Asia. The post-event juridical reform after these historical traumas established the foundation of national constitutions and planted the seeds of unequal citizenship in these countries. The legal practices of the post-colonial modern states repeat colonial strategies, and technique of governmentality reproduces itself through the education system at all levels. I want to… [Direct]