Details

Teaching about Genocide


Teaching about Genocide

Advice and Suggestions from Professors, High School Teachers, and Staff Developers

von: Samuel Totten

CHF 36.00

Verlag: Rowman & Littlefield Publishers
Format: EPUB, PDF
Veröffentl.: 27.10.2020
ISBN/EAN: 9781475856019
Sprache: englisch
Anzahl Seiten: 310

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Beschreibungen

<p><span>Teaching about Genocide</span><span> presents the insights, advice, and suggestions of secondary-level teachers and professors, in relation to teaching about various facets of genocide. The contributions range from basic concerns when teaching about genocide to a discussion about why it is critical to teach students about more general human rights violations during a course on genocide, and from a focus on specific cases of genocide to a range of pedagogical strategies for teaching about genocide.</span></p>
<p></p>
<span>Secondary level teachers and professors from various disciplines variously present their best advice and insights into teaching about various facets of genocide.</span>
<span>Part 1: High School Teachers and Staff Developers</span>
<br>
<br>
<span>Chapter 1: “Providing Students with the Opportunity to Engage with Survivors of Genocide” by Michael Anthony</span>
<span> </span>
<br>
<br>
<span>Chapter 2: "A Global Collaborative Approach to Genocide Education</span>
<span>” </span>
<span>by Kate Weckesser English </span>
<br>
<br>
<span>Chapter 3: “The Bosnian Genocide: Teaching Ideas and Resources”</span>
<span> </span>
<span>by Lisa M. Adeli </span>
<br>
<br>
<span>Chapter 4: “Happening Now: The Rohingya Genocide in Myanmar, A Jigsaw Activity Using Mace’s 10 Stages of Genocide” by Frank J. Pérez </span>
<br>
<br>
<span>Part 2: Professors </span>
<br>
<br>
<span>Chapter 5: “If ‘Never Again!’ Is a Key Theme of Genocide Studies, Perhaps the Typical Approach to Genocide Education Needs to Be Reconsidered” by Samuel Totten </span>
<br>
<br>
<span>Chapter 6: “Teaching ‘Introduction to Genocide Studies’” by Ashley L. Greene. </span>
<br>
<br>
<span>Chapter 7: “Rewriting the Genocide Convention” by</span>
<span> </span>
<span>Tracy H. Slagter </span>
<br>
<br>
<span>Chapter 8: “Our Nature in Genocide: Teaching Atrocity from Within the Human Continuum” by Timothy Horner </span>
<br>
<br>
<span>Chapter 9: </span>
<span>“</span>
<span>Extraordinary Atrocities, Ordinary People: Teaching Genocide through the Lenses of Banal and Fetishized Evils” by Cathryn van Kessel </span>
<br>
<br>
<span>Chapter 10: “Moving Beyond Perpetrators, Victims, Bystanders, and Upstanders” by Hollie Nyseth Brehm and Michelle L. O’Brien </span>
<br>
<br>
<span>Chapter 11: “Teaching About Perpetrators and Perpetration in Genocide” by Timothy Williams </span>
<br>
<br>
<span>Chapter 12 :“Understanding Perpetrators?” by Susanne C. Knittel</span>
<br>
<br>
<span>Chapter 13: “Confronting Mass Atrocities: Interplays Between Legal Norms, Political Interests, and Moral Imperatives for Action” by Eyal Mayroz </span>
<br>
<br>
<span>Chapter 14 :“Teaching About Resistance to Genocide”</span>
<span> </span>
<span>by Khatchig Mouradian </span>
<br>
<br>
<span>Chapter 15 :"Balkan Stereotypes and the Problem of Teaching Southeastern European Genocide” by James Frusetta</span>
<br>
<br>
<span>Chapter 16: “From Student to Citizen: The Impact of Personal Narratives in University-Level Genocide Education” by Ari Kohen and Gerald J. Steinacher </span>
<br>
<br>
<span>Chapter 17: “Does Place Matter? Using Inquiry to Explore the Geography of Genocide” by Aaron Johnson and Lisa Pennington</span>
<br>
<br>
<span>Chapter 18: “The Complexity of Genocide: Atrocity Prevention and Interactive Learning” by Benjamin Meiches </span>
<br>
<br>
<span>Chapter 19: “Teaching Economic Aspects of Genocide and Their Prevention” by Charles H. Anderton </span>
<br>
<br>
<span>Chapter 20: “</span>
<span>In the Margins: Teaching About Genocide While Teaching Writing” by Taleen Mardirossian</span>
<br>
<br>
<span>Chapter 21: “Advice on Teaching About Genocide with Film” by Glenn Mitoma and Alan S. Marcus </span>
<br>
<br>
<span>Chapter 22: “Art and Genocide in University Classrooms” by Mark Celinscak</span>
<br>
<br>
<span>Chapter 23: “Genocide Site Visits as an Educational Tool: A Bosnian Experience” by Hikmet </span>
<span>Karčić</span>
<span>.</span>
<br>
<br>
<span>Chapter 24: “Developing an ‘Heroic Imagination’ through Study Abroad in Guatemala by Trisha Posey and Kevin Simpson </span>
<br>
<br>
<span>Chapter 25: “The Potential and Limitations of Student Fieldwork on Continents and in Nations Other Than Their Own” by Timothy Williams </span>
<br>
<br>
<span>Chapter 26: “Genocide and the Promise of Positive Peace” by James G. Brown</span>
<span>Samuel Totten</span>
<span>, a longtime scholar of genocide studies and retired professor (University of Arkansas, Fayetteville), is the author of </span>
<span>Teaching About Crimes Against Humanity and Genocide: Fundamental Issues and Approaches</span>
<span> (Information Age Publishing, 2018). Over the past fourteen years he has conducted field work into crimes against humanity and genocide in the refugee camps along the Chad/Darfur, Sudan border, and in the Nuba Mountains of Sudan. </span>

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