(2019). Administering Prevention or Administering Atrocities? Public Affairs Education in Dark Times. Teaching Public Administration, v37 n2 p175-198 Jul. Despite repeated calls to temper the bureaucratic ethos and its associated process-oriented pathologies with more of a democratic ethos grounded in normative values and the public interest, the practice, research, and teaching of public administration continues to largely perpetuate the former. In this paper we build upon the work of Camila Stivers' book "Governance in Dark Times" and Nabatchi and colleagues' subsequent call to search for opportunities to better address issues of war, terrorism, climate change, economic calamity, refugee crises, and other atrocities which characterize dark times. We focus our attention on one specific issue within this realm, that of genocides and mass atrocities, as a way to illustrate that public servants–from street-level bureaucrats through high-level policy makers–may be part of the problem or part of the solution. We assert the responsibility of public affairs educators to ensure that their students are prepared to administer… [Direct]
(2012). Teaching Genocide through GIS: A Transformative Approach. Clearing House: A Journal of Educational Strategies, Issues and Ideas, v85 n3 p87-92. The utilization of Geographical Information Systems (GIS) and geobrowsers (Google Earth) have become increasingly prevalent in the study of genocide. These applications offer teachers and students the opportunity to analyze historical and contemporary genocidal acts from a critical geographic perspective in which the confluence of historical background, sociocultural perspective, and geospatial context further understanding. We provide three examples of Web-based tools and applications for exploring genocide through geography in a secondary social studies classroom. We then examine these tools through an instructional scaffold of transformative geography. In this practice piece, we propose that teachers and students move beyond the static, pejorative representations of geography to enact dynamic instruction that encourages discourse and social action…. [Direct]
(2018). Learning from Brazilian Indigenous Peoples: Towards a Decolonial Education. Australian Journal of Indigenous Education, v47 spec iss 1 p8-18 Aug. This study argues that western societies have to learn from the cosmological vision of first peoples. In the Brazilian context, despite the genocide of these peoples, there still remains a rich variety of cultures, keeping their traditions and lifestyles based on the concept of "buen vivir," in Spanish, or Tek√≥ Por√£ as the Guarani people say. From a decolonial intercultural approach, we can learn a sustainable way of life from indigenous peoples, and create relevant policies and educational frameworks. Principles of "buen vivir" such as cooperation and reciprocity are incorporated by Paulo Freire in his dialogic pedagogy. Freire has incorporated these principles due to his engagement with social and communitarian movements. For this reason, his pedagogical proposal is not limited to school contexts only; it is rather linked to community and social praxis. This political transformation of educational praxis involves changes in the modern-colonial matrix of power… [Direct]
(2011). Staging a Christopher Columbus Play in a Culture of Illusion: Public Pedagogy in a Theatre of Genocide. Policy Futures in Education, v9 n6 p735-746. In the foreword to \The Politics of Genocide\, political theorist Noam Chomsky writes that denial of the American Indian holocaust is a potent force in the United States. He argues that \the most unambiguous cases of genocide\ are often \acknowledged by the perpetrators, and passed over as insignificant or even denied in retrospect by the beneficiaries, right to the present\. That is very true in the United States, where the author of this article discovers that few of his college students know much, if anything, about the capacious genocide of North American Indians. In this article, Brian McKenna explores the power of aesthetic theory and praxis to help overcome the rigid psychological defenses of besieged students. He carefully informs students about the genocide spawned by Columbus and the Spanish, and then draws connections between that history and the history of US Indian genocide and imperialism, up to the present day in Iraq and around the globe. The article presents a… [Direct]
(2012). A Case Study of College Students' Perspectives of Prejudice Based on Holocaust and Genocide Education. ProQuest LLC, Ed.D. Dissertation, University of Phoenix. Violence committed against individuals because of their race, religion, ethnicity, national origin, gender, gender identity, or sexual orientation remains a serious problem in the United States of America. The United States Federal Bureau of Investigation (FBI) reported school and college settings as the third most frequent location for hate crimes in 2006 (FBI, 2008). The purpose of this qualitative phenomenological study was to explore the use of college Holocaust and Genocide Studies courses as a tool for assisting college students in recognizing prejudices in and around themselves. The results of this research showed that only a small, but significant number of students became more aware of prejudice within themselves. However, the research data did show that a significant number of students became motivated to combat prejudice and felt empowered to make a difference in society after taking a 15-week Holocaust and Genocide Studies course. There is sufficient data to suggest… [Direct]
(2019). Educational Experiences of 1.5 Generation Cambodian Americans. ProQuest LLC, M.A. Dissertation, Northern Illinois University. During the 1980s, an influx of Cambodian Americans resettled in the United States due to the Cambodian genocide. Those Cambodian refugees who came to the United States as either infants, children or adolescents due to warfare, are members of the 1.5 generation. This thesis examines the educational trajectory of 1.5 generation Cambodian Americans in the context of family, school, and community from their resettlement in the United States to adulthood. Using a narrative approach, I examine how the eighteen participants in the study overcame certain challenges to attain success and how they negotiated their cultural and ethnic identity in relation to their academic aspirations. The data was analyzed using the concepts of Tara J. Yosso's (2005) community cultural wealth theory, Pierre Bourdieu's (1990) cultural and social capital, Arjun Appadurai's (1995) concept of ethnoscapes, ideoscapes and mediascapes, and Stuart Hall's (1990) concept of cultural identity. Findings revealed the… [Direct]
(2022). The Latino Underground: Decolonizing Knowledge through a Hip-Hop Testimonio Project. ProQuest LLC, Ph.D. Dissertation, Illinois State University. This dissertation is not a dissertation, at least not in the traditional white-normed academic standards. Let's call it a project. This project aims to capture the lived experiences of Latinos navigating a whitestream educational system while using Hip-Hop culture as a form of empowerment. Whitestream schooling is causing cultural genocide that can damage a student's ability to develop their cultural identity and ability to resist an oppressive system. This project explores how Hip-Hop can influence identity development and resistance against an unjust American educational system of schooling for Latino students. Furthermore, it challenges the accessibility of knowledge creation and explores how the work we produce can be accessible to our communities. With the central belief that there is power in our stories and there is strength in our ways of knowing in our knowledge, I aim to use our "testimonios" as a roadmap to navigate an oppressive educational with Hip-Hop in their… [Direct]
(2015). Holocaust Education in Quebec: Teachers' Positioning and Practices. McGill Journal of Education, v50 n2-3 p247-268. Teaching about the Holocaust is mandatory in many societies. This prescription is justified by authorities with many reasons: educating pupils for a better understanding of human rights, peace, war, genocide, critical thinking, historical thinking, racism, etc. The Holocaust can carry a very strong moral and emotional charge. But why do teachers choose to teach about it when it is not compulsory? And how do they do this? Which resources do they use? What content is their teaching based on? This case study focuses on three high school history teachers in Quebec and explores their educational objectives in teaching the Holocaust and related pedagogical practices, including a field trip to the Montreal Holocaust Memorial Centre…. [Direct]
(2014). Fifteen Years On: An Examination of the Irish Famine Curricula in New York and New Jersey. ProQuest LLC, D.Litt. Dissertation, Drew University. Since the early 1980s Holocaust education and genocide studies programs at the primary, secondary and post-secondary educational levels have become commonplace and an accepted element of public school curriculum. As these programs and their curricula gained acceptance within public education, efforts to increase awareness of genocidal events outside and beyond the European Holocaust as well as increased attention paid to ethnic studies programs have also gained traction in public schooling. These efforts manifested themselves in the mid to late 1990s to include the Great Irish Famine (1845-1852) as a sub-study of greater Holocaust/genocide studies in both the states of New Jersey and New York. More than ten years after the formal adoption of the official state-sponsored Great Irish Famine curricula, their impact, influence and utilization remain unclear. This paper examines the history behind the creation of both New Jersey and New York Famine Curricula, compares and contrasts the… [Direct]
(2023). Gatekeepers and Guardians of Black Intellectual Thought: Black Male Teacher-Coaches Combating an Anti-Black Epistemic Order. Teachers College Record, v125 n1 p3-27 Jan. Background/Context: Historical narratives and contemporary research continue to produce scholarship on teacher-coaches through a White racial frame that both reifies a Western European origin story and centers the experiences of White males. However, the American history of teacher-coaches is not the Black history of teacher-coaches. The Black male teacher-coach tradition is anchored in the utilization of Black intellectual thought to implement revisionist ontology projects that simultaneously claim Black personhood and contest curricular genocide while being consumed within an anti-Black milieu. In this study, the tradition of Black male teacher-coaches' critical civic engagement within secondary schools is taken from the margins and centered. Purpose/Objective/Research Questions/Focus of Study: This study examines how Black male teacher-coaches utilize Black intellectual thought within secondary social studies and literature courses to combat a White-controlled epistemic order of… [Direct]
(2013). An Authentic Voice: Perspectives on the Value of Listening to Survivors of Genocide. Teaching History, n153 p62-69 Dec. It is common practice to invite survivors of the Holocaust to speak about their experiences to pupils in schools and colleges. Systematic reflection on the value of working with survivors of the Holocaust and other genocides and on how to make the most of doing so is rarer, however. In this article Andrew Preston reports how his school has worked with Martin Stern, a Holocaust survivor, and reflects on how to make best use of the opportunities and challenges associated with bringing an authentic voice into the classroom. Preston's article is not simply about "voice", however: it is itself multivocal. Preston reflects on the issue from a teacher's perspective, Stern comments on it from the perspective of a survivor with extensive experience of speaking in schools and Madeleine Payne Heneghan offers a student's perspective of listening to a survivor in school…. [Direct]
(2022). Actions of Superintendents as They Implement Culturally Responsive Pedagogy and Practices in Their Districts. ProQuest LLC, Ed.D. Dissertation, Sage Graduate School. The achievement gap has a long history in the United States of America which is demonstrated by inequitable graduation rates. In the face of the COVID-19 pandemic of 2019, the continued genocide and murder of countless Black and Brown people, civil unrest demonstrated by protests nationally after the execution of George Floyd and countless others, and the continued disparate and inequitable experiences of students, response to the current climate and achievement gap, the New York State Education Department (NYSED) implemented a Diversity, Equity, and Inclusion (DEI) policy (NYSED, 2021). The initiative aimed to change the historical narrative and respond to the current climate by creating atmospheres of learning that are both inclusive and culturally pluralistic (NYSED, 2021). The DEI intends to create experiences for students to be inclusive and represent diversity, and the initiative's success will depend on superintendents. This qualitative study explored the actions of 11 K-12… [Direct]
(2017). Determinants of Increasing Duration of First Unemployment among First Degree Holders in Rwanda: A Logistic Regression Analysis. Journal of Education and Work, v30 n3 p235-248. Unexpectedly, the duration of first unemployment among first degree holders has quickly increased in Rwanda after considerable loss of the skilled labour during the war and Genocide perpetrated against Tutsi in 1994. The time it takes a higher education graduate to land a first employment is a key indicator for the evaluation of and optimal investment in higher education. A long-term first unemployment has negative psychosocial and economic consequences, and is an interplay of diversified factors. Yet, these factors have not been ascertained in Rwanda, whereas their knowledge is crucial for an efficient planning of higher education and employability of the graduates. This study aimed to fill in this knowledge gap for the period 1998-2009. We fitted a binary logistic regression model to data from the 2010 Employer and Graduate Survey (n = 1007) that was conducted by the National University of Rwanda. The results showed that the duration of first unemployment was significantly… [Direct]
(2013). Leveraging Web-Based Environments for Mass Atrocity Prevention. Simulation & Gaming, v44 n1 p94-117 Feb. A growing literature exploring large-scale, identity-based political violence, including mass killing and genocide, debates the plausibility of, and prospects for, early warning and prevention. An extension of the debate involves the prospects for creating educational experiences that result in more sophisticated analytical products that enhance preventive policy action. This article details an attempt to bridge the theory to practice gap. It describes the role of a simulation COUNTRY X within the educational contexts of both a graduate course in prevention of mass killing and genocide at Columbia University's School of International and Public Affairs (SIPA), and a practitioner training workshop designed for regional conflict early warning analysts in Africa. The authors review educational theory describing problem-based learning and apply it to a web-based educational simulation. Using a recent training of professional conflict early warning analysts as their case study, they… [Direct]
(2011). Holocaust, Genocide and Human Rights Education: Learning Political Competencies for 21st Century Citizenship. Journal of International Social Studies, v1 n2 p35-47 Spr-Sum. This article explores the use of Holocaust, genocide and human rights education to teach political competencies for American students in the 21st century…. [PDF]