Samuel Totten

William S. Parsons

Rev. ed. of: Century of genocide. 3rd ed. 2009.

Essays and Eyewitness Accounts

Centuries of Genocide

Jon E. Pedersen

Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field is comprised of essays that delineate the genesis and evolution of the thought and work of pioneers in the field of social issues and education. The authors (many of whom, themselves, are noted professors of education and who have done significant work in the field of social issues and education) delineate and analyze the efforts (e.g., theoretical work, research, curriculum development, and teaching) of such pioneers within the larger framework of their life-story. As a result, the reader is not only introduced to the significant work of each pioneer but valuable and often fascinating insights into how his/her life experiences informed his/her thinking, beliefs, goals and work. This book constitutes a rich and unusual record of the thinking and accomplishments of those luminaries who worked tirelessly in the belief that a well-educated and well-informed populace was absolutely imperative in a democracy if the latter were to remain healthy and vibrant. Beyond current scholars and students, we believe that this book will be of great interest to a wide spectrum of individuals: teacher educators who perceive the need to avail their students of the rich history, rationales and methods for incorporating the study of social issues across the curriculum; professors who teach history of curriculum courses and/or history of education courses are likely to be drawn to the book, both for the rich stories as well as the bounty of information found in each chapter; those who specialize in autobiographical studies in the field of education are likely to find the book to be remarkably rich and valuable both for their own research as well as in their teaching; secondary level teachers in science, social studies, and English who are interested in incorporating the study of social issues into the courses they teach will glean incredibly rich insights into why and how to go about such an endeavor; and future scholars and students who care deeply about how society impacts education, education impacts society, and how individuals and groups can have a positive impact on society through their collective efforts are bound to find the book both fascinating and instructive.

The Pedagogical Efforts of Pioneers in the Field

Addressing Social Issues in the Classroom and Beyond

This work is comprised of personal essays by some of the most noted Holocaust educators working in or with Holocaust museums, resource centers, or educational organizations across the globe. These distinguished contributors--from the United States, Great Britain, Israel, Canada, South Africa, Germany, and Poland--each delineate the genesis and evolution of their own thought and work in the field of Holocaust education. Their personal narratives discuss those individuals and/or scholarly works that have most influenced them, their aspirations, the frustrations they have faced, their perception of the field, their major contributions, their current endeavors, and the legacy they hope to leave upon the completion of their careers.

The Personal and Pedagogical Stories of Holocaust Educators Across the Globe

Working to Make a Difference

Jon Pedersen

Teaching and Studying Social Issues: Major Programs and Approaches focuses on many of the major innovations developed over the past 100 years by noted educators to assist students in the study and analysis of key social issues that impact their lives and society. This book complements earlier books that address other aspects of studying and addressing social issues in the secondary classroom: Researching and Teaching Social Issues: The Personal Stories and Pedagogical Efforts of Professors of Education (Lexington, Books, 2006); Addressing Social Issues in the Classroom and Beyond: The Pedagogical Efforts of Pioneers in the Field (Information Age Publishing, 2007); and Social Issues and Service at the Middle Level (Information Age Publishers, 2009). The current book ranges in scope from Harold Rugg’s pioneering effort to develop textbooks that purposely addressed key social issues (and thus provided teachers and students with a major tool with which to examine social issues in the classroom) to the relatively new efforts over the last 20 to 30 years, including global education, environmental education, Science/Technology/Society (STS), and genocide education. This book provides the readers with details about the innovators their innovations so they can (1) learn from past efforts, particularly in regard to what worked and didn’t work and why, (2) glean new ideas, methods and approaches for use in their own classrooms, and (3) craft new methods and approaches based on the strengths of past innovations.

Major Programs and Approaches

Teaching and Studying Social Issues

﻿ This collection of first-person accounts chronicles the experiences of 12 humanitarians who entered Sudan illegally to variously provide food, medical care and spiritual support to the besieged people of the Nuba Mountains. A diverse group of men and women of various ages, professions and religious beliefs, the chroniclers describe in detail the tragedies of the current war in the state of South Kordofan, their own close calls with death, and why they are committed to helping a little known group of people—Nuba civilians—as the United Nations, the African Union and all nongovernmental organizations are forbidden from crossing the border.

Accounts by Humanitarians in the Battle Zone

Sudan’s Nuba Mountains People Under Siege

Israel W. Charny

The Rwandan government forces, as well as Cambodia's Khmer Rouge and German, Bosnian and U.S. governments, have all been guilty of the destruction of theirindigenous cultures. This book analyses the major atrocities of our times, including recent cases of genocide in Yugoslavia and Iraq.

Critical Essays and Eyewitness Accounts

Century of Genocide

"Genocide at the Millennium is the fifth volume in the acclaimed series Genocide: A Critical Bibliographical Review. This latest volume's focus is both the genocidal activity that has taken place over the past fourteen years (including that in Rwanda and the former Yugoslavia) as well as a critique of the international community's response to genocide and potential genocidal situations (including those of the United Nations and nongovernmental organizations).Genocide at the Millennium is divided into ten chapters. The opening chapter treats the Yugoslav genocide, discussing the causes of the conflict, the violence that ensued, the reaction of the international community, and the ramifications that are still being felt in that part of the world today. Chapter 2 provides a detailed and thought-provoking examination of the causes, results and ramifications of the 1994 Rwandan genocide. Chapter 3 examines the conflict in Kosovo and the events surrounding the controversial intervention by NATO. Chapter 4 discusses the remarkable efforts and successes that various non-governmental agencies have had in addressing a wide variety of issues related to genocide. Chapter 5 examines the United Nations' efforts to address the issue of genocide at the turn of the century. The role of individual states confronting issues and cases of genocide is analyzed in chapter 6. Chapter 7 gives a solid overview of the evolution of international law as it pertains to the crime of genocide and how and why major changes in such law have begun to take place in the 1990s and early 2000s. The international criminal tribunals for Rwanda and the former Yugoslavia are considered in chapters 8 and 9. The concluding chapter provides an extremely detailed and highly informative overview of key aspects of the International Criminal Court.In keeping with the multidisciplinary approach of previous volumes in the series, each of the essays and accompanying annotated"

Genocide at the Millennium

EDUCATING ABOUT SOCIAL ISSUES IN THE 20th and 21st Centuries: A Critical Annotated Bibliography, Volume 3 is the third volume in a series that addresses an eclectic host of issues germane to teaching and learning about social issues at the secondary level of schooling, ranging over roughly a one hundred year period (between 1915 and 2013). Volume 3 specifically addresses how an examination of social issues can be incorporated into the extant curriculum. Experts in various areas each contribute a chapter in the book. Each chapter is comprised of a critical essay and an annotated bibliography of key works germane to the specific focus of the chapter.

A Critical Annotated Bibliography

Educating About Social Issues in the 20th and 21st Centuries Vol. 3

Stephen Feinberg

Essentials of Holocaust Education: Fundamental Issues and Approaches is a comprehensive guide for pre- and in-service educators preparing to teach about this watershed event in human history. An original collection of essays by Holocaust scholars, teacher educators, and classroom teachers, it covers a full range of issues relating to Holocaust education, with the goal of helping teachers to help students gain a deep and thorough understanding of why and how the Holocaust was perpetrated. Both conceptual and pragmatic, it delineates key rationales for teaching the Holocaust, provides useful historical background information for teachers, and offers a wide array of practical approaches for teaching about the Holocaust. Various chapters address teaching with film and literature, incorporating the use of primary accounts into a study of the Holocaust, using technology to teach the Holocaust, and gearing the content and instructional approaches and strategies to age-appropriate audiences. A ground-breaking and highly original book, Essentials of Holocaust Education will help teachers engage students in a study of the Holocaust that is compelling, thought-provoking, and reflective

Fundamental Issues and Approaches

Essentials of Holocaust Education

Through scholarly analyses and eye-witness testimony, Century of Genocide discusses the causes, results, and ramifications of the genocides perpetrated in the 20th century, including, for example, the following: the Armenians in the Ottoman Empire; the Jews, Romani and mentally and physically handicapped during the Holocaust; and such post-Holocaust genocides as those in East Timor, Bangladesh, Cambodia, Iraq, Cambodia and Rwanda. The second edition has been fully updated and features new chapters on the ethnic cleansing and genocide in the former Yugoslavia and the mass killing of the Kurds in Iraq, as well as a chapter on the question of whether or not the situation in Kosovo constituted genocide. It concludes with an essay outlining methods of intervention and prevention of future genocides.

This volume is the fourth, and last, volume in the series entitled Educating About Social Issues in the 20th and 21st Centuries: An Annotated Bibliography. Volumes I and Volume 2 focused on (1) the lives and work of notable scholars dedicated to addressing why and how social issues should become an integral component of the public school curriculum, and (2) various topics/approaches vis-à-vis addressing social issues in the classroom. Volume 3 addressed approaches to incorporating social issues into the extant curricula that were not addressed in the first two volumes. This volume, Volume Four, focuses solely on critical pedagogy: both the lives and work of major critical pedagogues and the different strains of critical pedagogy the latter pursued (e.g., critical theory in education, critical feminism in education, critical race theory).

Critical Pedagogues and Their Pedagogical Theories

Educating About Social Issues in the 20th and 21st Centuries - Vol 4

Educating About Social Issues in the 20th and 21st Centuries: A Critical Annotated Bibliography, is comprised of critical essays accompanied by annotated bibliographies on a host of programs, models, strategies and concerns vis-à-vis teaching and learning about social issues facing society. The primary goal of the book is to provide undergraduate and graduate students in the field of education, professors of education, and teachers with a valuable resource as they engage in research and practice in relation to teaching about social issues. In the introductory essays, authors present an overview of their respective topics (e.g., The Hunt/Metcalf Model, Science/Technology/Science, Genocide Education). In doing so, they address, among other concerns, the following: key theories, goals, objectives, and the research base. Many also provide a set of recommendations for adapting and/or strengthening a particular model, program or the study of a specific social issue. In the annotated bibliographies accompanying the essays, authors include those works that are considered classics and foundational. They also include research- and practice-oriented articles. Due to space constraints, the annotated bibliographies generally offer a mere sampling of what is available on each approach, program, model, or concern. The book is composed of twenty two chapters and addresses an eclectic array of topics, including but not limited to the following: the history of teaching and learning about social issues; George S. Counts and social issues; propaganda analysis; Harold Rugg's textbook program; Hunt and Metcalf's Reflective Thinking and Social Understanding Model; Donald Oliver, James Shaver and Fred Newmann's Public Issues Model; Massialas and Cox' Inquiry Model; the Engle/Ochoa Decisionmaking Model; human rights education; Holocaust education; education for sustainability; economic education; global education; multicultural education; James Beane's middle level education integrated curriculum model; Science Technology Society (STS); addressing social issues in the English classroom; genocide education; interdisciplinary approaches to incorporating social issues into the curriculum; critical pedagogy; academic freedom; and teacher education.

Educating About Social Issues in the 20th and 21st Centuries Vol 1

Robert K. Hitchcock

An estimated 350 to 600 million indigenous people reside across the globe. Numerous governments fail to recognize its indigenous peoples living within their borders. It was not until the latter part of the twentieth century that the genocide of indigenous peoples became a major focus of human rights activists, non-governmental organizations, international development and finance institutions such as the United Nations and the World Bank, and indigenous and other community-based organizations. Scholars and activists began paying greater attention to the struggles between Fourth World peoples and First, Second, and Third World states because of illegal actions of nation-states against indigenous peoples, indigenous groups’ passive and active resistance to top-down development, and concerns about the impacts of transnational forces including what is now known as globalization. This volume offers a clear message for genocide scholars and others concerned with crimes against humanity and genocide: much greater attention must be paid to the plight of all peoples, indigenous and otherwise, no matter how small in scale, how little-known, how "invisible" or hidden from view.

A Critical Bibliographic Review

Genocide of Indigenous Peoples

This volume documents the Sudanese government's campaign of genocidal attacks and forced starvation against the people of the Nuba Mountains in the late 1980s and early 1990s. Genocide by Attrition provides powerful insights and analysis of the phenomenon and bears witness to ongoing atrocities. This second edition features more interviews, a new introduction, and a revised and more detailed historical overview. Among the themes that link most of the interviews are: the political and economic disenfranchisement of the Nuba people by the government of Sudan; the destruction of villages and farms and the murder and deaths of the Nuba people; the forced relocation into so-called "peace camps" and the impact of forced starvation. The book also documents the frustration of the Nuba people at being left out of the Comprehensive Peace Agreement signed between the South and the North in 2005, President Omar al Bashir's threats against the Nuba people, and the crisis in the Nuba Mountains since June 2011. Genocide by Attrition provides a solid sense of the antecedents to the genocidal actions in the Nuba Mountains. It introduces the main actors, describes how the Nuba were forced into starvation by their government, and tells how those who managed to survive did so. Samuel Totten provides a valuable resource to study the imposition of starvation as a tool of genocide.

The Nuba Mountains of Sudan

Genocide by Attrition

Steven Leonard Jacobs

New areas of research are not the result of a snap of the finger. They are carved out of the marrow of human existence. The study of genocide well illustrates this raw fact. From the early efforts that emerged in the struggle against Nazism, and over the past half century, the field has now reached a point where there at least five genocide centers across the globe, and well over one hundred Holocaust centers. This work emerged out of an earlier effort at an oral history project; one that would enable a new generation of scholars, researchers and policy makers to assess the major foci of the field, efforts to develop ways and means to intervene and prevent future genocides, and review the successes and failures of the field. The editors of Pioneers of Genocide Studies emphasize that contributors should approach the questions of greatest relevance in a personal way, crafting a statement that reveals ones individual voice, persuasions, literary style, scholarly perspectives, and relevant details of ones life. The book succeeds admirably in the above aims, and, in so doing, epitomizes scholarly autobiographical writing at its best. The book also includes the most important works by each author on the issue of genocide. As a result, the collective portrait enhances the usefulness of the volume for those new to the field. Among the contributors are experts in the Armenian Bosnian, Cambodian genocides, as well as the Holocaust against the Jewish people. The contributors are Rouben Adalian, M. Cherif Bassiouni, Israel W. Charney, Vahakn Dadrian, Helen Fein, Barbara Harff, David Hawk, Herbert Hirsch, Irving Louis Horowitz, Richard Hovannisian, Henry Huttenbach, Leo Kuper, Raphael Lemkin, James E. Mace, Eric Markusen, Robert Melson, R.J. Rummel, Roger W. Smith, Gregory H. Stanton, Ervin Staub, Colin Tatz, Yves Ternan, and the co-editors. The work has been five years in the making and represents a high watermark in the reflections and self-reflections on the comparative study of genocide. Samuel Totten is professor of curriculum and instruction in the College of Education and Health Professions at the University of Arkansas, Fayetteville. He is the editor of First Person Accounts of Genocidal Acts and Century of Genocide: Eyewitness Accounts and Critical Views, and book review editor for the Journal of Genocide Research. Steven Leonard Jacobs is associate professor and Aaron Aronov Chair of Judaic Studies in the department of religious studies at the University of Alabama, Tuscaloosa. He is the author of Shirot Bialik: A New and Annotated Translation of Chaim Nachman Bialiks Epic Poems, Raphael Lemkins Thoughts on Nazi Genocide: Not Guilty? and Contemporary Christian and Contemporary Jewish Religious Responses to the Shoah.

Pioneers of Genocide Studies (Clt)

(Originally Published in 2000 by Allyn & Bacon) Teaching and Studying the Holocaust is comprised of thirteen chapters by some of the most noted Holocaust educators in the United States. In addition to chapters on establishing clear rationales for teaching this history and Holocaust historiography, the book includes individual chapters on incorporating primary documents, first person accounts, film, literature, art, drama, music, and technology into a study of the Holocaust. It concludes with an extensive and valuable annotated bibliography especially designed for educators. Chapter Ten instructs how to make effective use of technology in teaching and learning about the Holocaust. The final section of the book includes a bibliography especially developed for teachers that lists invaluable resources. From the Back Cover: Holocaust scholars from around the world offer critical acclaim for Totten and Feinberg's Teaching and Studying the Holocaust: Michael Berenbaum; Ida E. King Distinguished Visitor Professor of Holocaust Studies, Richard Stockton College and Former Director of Research at the United States Holocaust Memorial Museum: "There are many scholars who are wont to criticize the teaching of the Holocaust. Many journalists critique what they regard as kitsch or trendiness. All critics of contemporary Holocaust education would do well to read this book. One cannot fail to be impressed by the quality of its learning and the seriousness of its purpose. It is a wonderful place for teachers to turn as they contemplate teaching the Holocaust, an open invitation to learn more and teach more effectively." Barry van Driel; Coordinator International Teacher Education, Anne Frank House, Amsterdam: "Teaching and Studying the Holocaust is an invaluable resource for any teacher wanting to address the complex and sometimes overwhelming history of the Holocaust in the classroom. The book offers a multitude of sensitive and responsible ways of dealing with the issue of the Holocaust. It succeeds in showing teachers very clearly how the study of the Holocaust is not just a topic for history teachers, but for teachers across the curriculum." Dr. Nili Keren; Kibbutzim College of Education, Tel Aviv, Israel "Teaching about the Shoah is one of the most complicated tasks for educators. Indeed, teaching and studying this history raises unprecedented questions concerning modern civilization, and presents teachers and students with tremendous challenges. Samuel Totten and Stephen Feinberg have created a volume that provides educators with essential information and new insights regarding the teaching of this history, and, in doing so, they assist educators to face the aforementioned challenges head-on. Teaching and Studying the Holocaust does not make the task easier, but it does make it possible." Samuel Totten is currently professor of Curriculum and Instruction at the University of Arkansas, Fayetteville. Prior to entering academia, he was an English and social studies teacher in Australia, Israel, California, and at the U.S. House of Representatives Page School in Washington, D.C. Totten is also editor of Teaching Holocaust Literature published by Allyn & Bacon. Stephen Feinberg is currently the Special Assistant for Education Programs in the National Institute for Holocaust Education at the United States Holocaust Memorial Museum. With Samuel Totten, he was co-editor of a special issue (Teaching the Holocaust) of Social Education, the official journal of the National Council for the Social Studies. For eighteen years, he was a history and social studies teacher in the public schools of Wayland, MA.

Teaching and Studying the Holocaust

Paul Robert Bartrop

Over 600 terms define the history, cases, prevention, and intervention of genocide around the world.

Dictionary of Genocide

Eric Markusen

In response to the ongoing mass murder of Black Sudanese groups in the Darfur region of Sudan by Sudanese government troops and Arab militias, the US government sent the Darfur Atrocities Documentation Team to various points along the Chad/Sudan in order to interview refugees from Darfur. Based on their investigation, US Secretary of State Colin Powell formally announced that ‘genocide has occurred in Darfur and may still be occurring.’ The United States officially accused the government of Sudan of perpetrating genocide - the first time that any government has officially and publicly accused another government of genocide. As a result the United States played a key role in pressuring the United Nations Security Council to pass a resolution calling for several measures, including an official UN Commission of Inquiry to conduct a genocide investigation in Sudan itself. This was the first time that any signatory of the Genocide Convention actually triggered provisions of the Convention requiring a UN Security Council response while genocide was occurring. This book is comprised of essays from contributors who were involved in designing the project and hiring and training investigators, interpreters, and support personnel; US government and nongovernmental organization (NGO) officials involved in the genesis of the project as well as the analysis of the data; and numerous scholars, not all of whom were directly involved with the project, who critique aspects of the documentation project as well as its significance.

Investigating the Atrocities in the Sudan

Genocide in Darfur

Rafiki Ubaldo

During a one-hundred-day period in 1994, Hutus murdered between half a million and a million Tutsi in Rwanda. The numbers are staggering; the methods of killing were unspeakable. Utilizing personal interviews with trauma survivors living in Rwandan cities, towns, and dusty villages, We Cannot Forget relates what happened during this period and what their lives were like both prior to and following the genocide. Through powerful stories that are at once memorable, disturbing, and informative, readers gain a critical sense of the tensions and violence that preceded the genocide, how it erupted and was carried out, and what these people faced in the first sixteen years following the genocide.

Interviews with Survivors of the 1994 Genocide in Rwanda

We Cannot Forget

The reader covers key aspects of the most complex issues of genocide studies vis-a-vis the definition of genocide, theories of genocide, the prevention and intervention of genocide, and the denial of genocide.

Samuel Totten

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