(2004). The Poles, the Jews and the Holocaust: Reflections on an AME Trip to Auschwitz. Journal of Moral Education, v33 n2 p131-148 Jun. Two trips to Auschwitz (in 1989 and 2003) provide a context for reflection on fundamental issues in civic and moral education. Custodians of the Auschwitz historical site are currently aware of its responsibility to humanity to educate about the genocide against the Jews, as a morally distinct element in its presentation of Nazi crimes at Auschwitz. Prior to the fall of Communism in 1989, the site's message was dominated by a misleading civic narrative about Polish victimization by, and resistance to, Naziism. In this article, I discuss the attempts of many Polish intellectuals during the past twenty-five years to engage in an honest and difficult civic project of facing up to their history, as it is entwined with anti-Semitism, with the centuries-long presence of Jews in Poland, and with their current absence. An interaction with a tour guide who took me to be criticizing Poles for their failure to help Jews during the Holocaust prompts further reflections on the difficulties of… [Direct]
(1990). Caring Makes a Difference: Responding to Prejudice, Genocide, and The Holocaust: A K-8 Curriculum. The goal of this teaching guide is to help students develop a positive self-image, behave as responsible individuals, and accept differences in order to have the tools to challenge the forms of prejudice and discrimination that confront society. The Holocaust and continuing genocides are prejudice in its most extreme form. The Holocaust raises the most serious questions and concerns about the nature of human behavior; the role of the perpetrator; the bystander; and the victim. The goals of the lessons and activities are to raise the level of awareness, critical thinking skills, and problem solving techniques through dilemmas, readings, and discussions. Teachers can decide which lessons to use based on the level of maturity of the students. The guide consists of lesson plans and activities, professional resource materials, and suggested resources for obtaining additional materials. The units are developed by grade levels and topics and include: (1) Grades K-2: "Learning How to… [PDF]
(1981). The Trail of Tears Continues: Dispossession and Genocide of the Native American Indians. Freedomways, v21 n4 p247-56. Describes the high cultural level of native American Indian populations at the time of conquest. Illustrates how cultural breakdown and demographic decimation have resulted from systematic policies that focused on exploiting natural resources at the expense of native peoples. (GC)…
(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 p19-23 Fall. Suggests that special interest groups have disrupted efforts to implement curriculum programs on human rights issues. Argues that history cannot be tailored to allow people to hide from the past. Identifies the challenges of battling those who attempt to revise history and of approaching teaching about the Holocaust. Recommends extensive teacher training regarding human rights. (SG)…
(2005). Teaching about the Holocaust–A Resource Guide. Social Studies, v96 n2 p93 Mar-Apr. Teaching about the Holocaust is an emotional process that can be extremely difficult, especially without the proper resources. Most teachers spend one or two class periods on the Holocaust and usually cram the lesson into a unit on World War II. As a teacher, the author understands that time is short and that it is impossible to spend the appropriate amount of time on each topic. The magnitude of the Holocaust, however, deserves more than a brief side note during a World War II lesson. Furthermore, the authority used by most teachers when teaching the Holocaust is usually a textbook, which oftentimes provides only a bleak overview of the horrific event. Textbooks tend to leave out details about other catastrophic genocides, such as the Spanish and English slaughter of the Native Americans or the Belgian atrocities against the Congolese people or the genocide occurring presently in Sudan. The resources that the author provides in this article are not to be used as a single authority…
(1984). Teacher Competency Tests as Educational Genocide for Blacks: The Florida Teacher Certification Examination. Negro Educational Review, v35 n2 p70-77 Apr. Argues that the Florida Teacher Certification Examination is culturally, linguistically, and philosophically biased against minorities. Suggested alternatives to testing are implementation of knowledge about effective schools, teacher workshops on effective techniques and attitudes for teaching nonachievers, and improved early education. (CMG)…
(2009). The Failure of Social Education in the United States: A Critique of Teaching the National Story from \White\ Colourblind Eyes. Journal for Critical Education Policy Studies, v7 n2 p217-248 Nov. The curriculum discipline of Social Studies in the United States has historically been the field charged with preparing democratic citizens to participate in a complex political landscape that will serve to perpetuate the US national story of democracy, freedom and equality. However, it is our contention that the field of social education has failed to engage in a direct confrontation with one of the most significant and complicated themes in the US historical narrative–race. Race, simply, has been a defining problematic in the story of what it means to be an US citizen. The social studies must become the subject position to critically analyze and address this historical condition, especially when teaching and exploring with students the national narrative of what it means to be a democratic citizen. In an effort to address these issues, this article will explore the failure of social education research and practice to confront the issue of race, instead relying on a colourblind… [Direct]
(2006). The Audiocast Diaries: Reflections on Radio and Podcasting for Delivery of Educational Soap Operas. International Review of Research in Open and Distance Learning, v7 n3 p1-11 Dec. While studying Gender Issues in Distance Education at Athabasca University, the author has read about nomadic Fulbe women in Nigeria who learned by radio. She became inspired to explore the idea of serial drama as education. She began searching the Internet for ideas. She discovered a striking example of entertainment-education–an educational soap opera called "Urunana." Urunana was created to provide specific information on sexual and reproductive health to the remaining 70 percent of the Rwanda after the 1994 genocide. In this article, the author presents in a diary-style manner all the information she learned about various technology that can be used effectively for delivering entertainment education to learners. She shares how the convergence of radio, podcasting, and mobile phones will provide learners with the convenience of listening to serial educational dramas…. [PDF]
(1979). Report to the President: President's Commission on the Holocaust. On November 1, 1978, President Carter established the President's Commission on the Holocaust and charged it with the responsibility of deciding what might constitute an appropriate national memorial to all those who had perished in the Holocaust. This publication is the report of that Commission which consisted of 34 members including survivors, lay and religious leaders of all faiths, historians, scholars, and congressmen. The Holocaust was a crime unique in the annals of human history, different not only in the quantity of violence–the sheer numbers killed–but in its manner and purpose as a mass criminal enterprise organized by the state against defenseless civilian populations. Remembering the Holocaust can instill caution, fortify restraint, and protect against future evil or indifference. The Commission made recommendations for memorials. First, a National Holocaust Memorial Museum which will present the Holocaust through pictorial accounts, films, and other visual exhibits… [PDF]
(1981). Elementary School Guide for Teaching about Human Rights. This is an elementary school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of races, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…
(1981). Middle School Guide for Teaching about Human Rights. This is a middle school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific objectives in the area of human rights. Each objective is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of the government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…
(1981). High School Guide for Teaching about Human Rights. This is a high school guide for teaching about human rights prepared for use in the Detroit, Michigan public schools. The guide presents a number of overall goals and specific educational objectives in the area of human rights. Each of these objectives is paired with corresponding classroom activities and resource materials. Topics of study include equality of race, the interdependence of people, the need for mutual understanding, the role of government in human rights, the impact of apathy in fostering inhumane conditions, the ways in which racism, sexism, and genocide develop, and the destructive effects of myths and stereotypes. (APM)…
(1972). I am Joaquin. Yo Soy Joaquin. An Epic Poem with a Chronology of People and Events in Mexican and Mexican American History. Both Spanish and English versions of the epic poem \I Am Joaquin\ are given in this book. \I Am Joaquin\ is the first work of poetry to be published by Chicanos for Chicanos. It is a historical essay of the greatness and weakness of the Chicano people. Their psychological wounds, cultural genocide, social castration, nobility, courage, determination, and fortitude to move on to make new history are depicted in this epic poem. A chronology of people and events from Mexican and Mexican American history is given for use primarily as a guide to references made in the poem. (NQ)…
(2006). "South of the Border" at the NMAI. American Indian Quarterly, v30 n3-4 p558-573 Sum-Fall. This essay specifically examines how the NMAI engages Native peoples from Latin America. In this article, the author argues that more than showcasing the diversity of Native cultures the museum is an important platform for reporting Indian and nation-state tensions and other struggles and victories. By situating the realities of Native peoples from "south of the border" in local, transnational, and global matrices, the NMAI highlights factors and conditions that unite Native North, Central, and South America. Because a broad lens on the conditions that affect Native communities invites a critique of U.S. Geopolitical engagements with Latin America, the limits of the NMAI as a federal institution to wholly represent Native realities are tested. Here, he features the three main halls of the NMAI, namely: (1) Our Universes; (2) Our People; and (3) Our Lives, which focuses on specific South American Native communities. The author also discusses wars, genocide, and displacement,… [Direct]
(2005). Forces for Failure and Genocide: The Plantation Model of Urban Educational Policy Making in St. Louis. Educational Studies: Journal of the American Educational Studies Association, v37 n1 p2-24. This article is about policy decision making and racial politics in the St. Louis, Missouri, school district. From a research standpoint, traditional policymaking models are inadequate for explaining the evolution of school reform events in St. Louis over the past year. Teachers, principals, school staff, and parents perceive themselves to be under siege by an external corporate entity. Within a 4-week period, this corporate entity shut down 16 schools (14 were in the predominantly northside African American neighborhoods); laid off teachers and principals, terminated maintenance, security, and food service staff; and outsourced whole service divisions. One high-performing African American school was shut down and sold to St. Louis University so that the university could bulldoze the school to build a basketball stadium. According to one parent interviewee, "We did not know what hit us." Table top theory and the plantation model of policy design, development, and… [Direct]