(1991). Australia's Genocide: "They Soon Forget Their Offspring.". Social Education, v55 n2 p97-98 Feb. Provides an overview of the decimation of the Aborigines in Australia since 1806. Describes extent of the acts of persecution, discrimination, and victimization of these people. Says governmental policy and practice spread throughout all colonies and states and was premeditated and deliberate. Maintains Aborigines are still denied needed services. (NL)…
(2010). Difficult Histories in an Urban Classroom. ProQuest LLC, Ph.D. Dissertation, University of Minnesota. Academic standards for history in all states require students to learn about deeply troubling events, such as war, genocide, and slavery. Drawing on research and theories related to trauma studies and history education, this ethnographic study aims to better understand what happens when teachers and students examine the pain and suffering of others in the shared social place of an urban U.S. history classroom. In order to clarify how such troubling events are co-constructed and experienced in the classroom, I first outline a framework for conceptualizing difficult histories as histories where three interrelated components are present: (a) content centered on traumatic events; (b) a sense of identification between those studying the history and those represented in history; and (c) a moral response to these events. Analysis revealed that only two of the histories addressed over the course of one semester were co-constructed by the teacher and her students as difficult histories:… [Direct]
(1992). Once upon a Genocide: Christopher Columbus in Children's Literature. Language Arts, v69 n2 p112-20 Feb. Reviews several children's biographies of Columbus and challenges the image of Columbus portrayed in these books. Calls upon educators to be more critical when having elementary school students read about Columbus. (MG)…
(1989). The Native American Holocaust. Winds of Change, v4 n4 p23-24,27-28 Fall. Describes the American Indian \Holocaust,\ decimation of Indian populations following European discovery of the Americas. European and African diseases, warfare with Europeans, and genocide reduced native populations from 75 million to only a few million. Discusses population statistics and demographic effects of epidemics, continuing infection, and forcible removal of tribes. (DHP)…
(2002). Holocaust Memorial Day in Schools–Context, Process and Content: A Review of Research into Holocaust Education. Educational Research, v44 n1 p69-82 Spr. Reviews research on Holocaust education in terms of (1) curriculum context (subjects, age phase); (2) curriculum process (micro-history, empathy, neutrality); and (3) curriculum content (existing knowledge of Judaism, history of antisemitism, bystander response, other genocides). Makes suggestions for teachers observing Britain's Holocaust Memorial Day. (Contains 42 references.) (SK)…
(1996). Cultural-Societal Roots of Violence: The Examples of Genocidal Violence and of Contemporary Youth Violence in the United States. American Psychologist, v51 n2 p117-32 Feb. Presents a conception of the origins of genocide and mass killing, as illustrated by the Holocaust and violence in the former Yugoslavia, and relates these experiences to youth violence in the face of difficult living experiences in the United States, stressing the role of unfulfilled or frustrated human needs. (SLD)…
(1990). Moral Exclusion, Personal Goal Theory, and Extreme Destructiveness. Journal of Social Issues, v46 n1 p47-64 Spr. Describes how certain motives can combine with the exclusion of people from the moral universe, leading to torture, genocide, and mass killing. Personal goal theory is presented as a framework that guides moral conduct. Discusses the psychological bases of exclusion and inclusion. Discusses the power and obligation of bystanders. (JS)…
(1991). When Denial Becomes Routine. Social Education, v55 n2 p121-23 Feb. Claims denial of genocide has become a routine defense as a result of the United Nations definition of international crimes. Describes grounds for denial by various governments and list arguments they have made to justify genocidal policies. Argues some academics assist in the process of denial by using revisionist strategies. (NL)…
(1978). Teaching the Holocaust at the University Level. Teaching of Psychology, v5 n4 p189-91 Dec. Outlines an interdisciplinary university course, Historical and Psychological Analyses of Genocide, which dealt with the Nazi treatment of Jews during World War II. The course examines psychological and sociohistorical principles which could result in mass murder. Concludes that such an approach promotes a thorough explanation of such an event. (KC)…
(1987). Sacramento Review. Social Studies Review, v26 n2 p63-66 Win. Describes the California Humanities Project, an attempt to bring advanced research and scholarship in the humanities into the curriculum at all levels. Also reports on legislation which requires the California State Department of Education to develop a model curriculum on human rights with particular attention to inhumanity and genocide. (JDH)…
(1990). Cambodians in Western Massachusetts and Bronx, New York. Migration World Magazine, v18 n2 p4-9. Cambodian refugees in the United States, in addition to suffering loss of homeland, culture, and families, are survivors of a holocaust that has affected every Khmer family. Summarizes the history of Cambodian conflict and genocide, and describes its lingering effects on refugees attempting to rebuild their lives in this country. (AF)…
(2001). The Globalisation of (Educational) Language Rights. International Review of Education, v47 n3-4 p201-219 Jul. Argues that global English usage is triggering linguistic genocide in many areas of the world. Equates globalization with war and colonization, and with power structures taking control of natural resources–including land, water, and humans. Asserts that education in a mother tongue must be a human right. (Contains 50 references.) (NB)…
(1997). "Telogology" as a Rhetorical Basis for Holocaust Education. Pointing out that the growing body of literature on the Holocaust has been accompanied by concern about how knowledge of the Holocaust may be conveyed, this paper argues that elucidating links between terminology and policy invites reconsideration of what Holocaust studies should accomplish. Close textual analysis of historical artifacts is used as a prelude to constructing alternatives to rhetoric that culminates in destructive action. Using Kenneth Burke's concepts of "telos" and "logology," it traces the biologically rooted terminology of anti-Semitism in Nazi Germany as it built toward a crescendo of eliminating populations deemed racially inferior. The paper contends that identification of key metaphors–in this case, biological and medical terms–can reveal how linguistic resources that foster bigotry and genocide persist without necessarily becoming manifest in overt acts of violence. Topics discussed include: the philosophy and method of telogology and… [PDF]
(1999). The Holocaust, Human Rights, and Democratic Citizenship Education. Social Studies, v90 n2 p53-62 Mar-Apr. Believes that there are connections among the study of the Holocaust, genocide, and human rights that support a vision of democratic citizenship. Provides three themes that focus on human rights issues by exploring the Holocaust: (1) constructing the other; (2) rationalizing injustice; and (3) courage and resistance to patterns of oppression. (CMK)…
(1989). Doing Intercultural Literary Sociologies of Education: An Analysis of Four Case Studies. Multicultural Research Guides Series, Number Eleven. When authors portray social perspectives and address the themes of growing up and schooling, their books become potential literary sociologies of education. Four case studies are presented that demonstrate how materials of this kind can contribute to intercultural teacher education. Case study 1, "Educational Perspectives in Modern West Indian Novels," is based on a 1984 study of 16 authors from the Commonwealth Caribbean. Their portrayal of growing up in five English-speaking Caribbean societies presents insights into the educational adjustments emigrants from these societies must make. Case study 2, "Young People Caught Up in a Catastrophe: Experiences of Children and Youth Who Survived the Armenian Genocide of 1915," is based on a study of six survivors' accounts. It suggests that if today's youth read such accounts and reflected upon the impact of genocide on people their age, they would be more committed to preventing genocide in the future. Case study 3,… [PDF]