Details
Teaching about Genocide
Insights and Advice from Secondary Teachers and Professors|
35,99 € |
|
| Verlag: | Rowman & Littlefield Publishers |
| Format: | EPUB |
| Veröffentl.: | 30.09.2018 |
| ISBN/EAN: | 9781475825480 |
| Sprache: | englisch |
| Anzahl Seiten: | 208 |
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Beschreibungen
<span><span>Secondary level teachers and professors from various disciplines present their best advice and insights into teaching about various facets of genocide and/or delineate actual lessons they have taught that have been particularly successful with their students. </span></span>
<span><span>Secondary level teachers and professors from various disciplines present their best advice and insights into teaching about various facets of genocide and/or delineate actual lessons they have taught that have been particularly successful with their students. </span></span>
<span><span>Introduction – Samuel Totten</span></span>
<br>
<span><span>Part One: Insights and Advice from Secondary Level Teachers</span></span>
<br>
<span><span>Chapter 1: Initiating the Study: Clusters or Mind-Maps by Samuel Totten </span></span>
<br>
<span><span>Chapter 2: “Teaching About Genocide: The Basics and Beyond” by Mark Gudgel </span></span>
<br>
<span><span>Chapter 3: “Some Practical Advice for Teaching About Genocide” by Kimberly Klett </span></span>
<br>
<span><span>Chapter 4; “Advice on Teaching About Genocide” by Nancy Ziemer </span></span>
<br>
<span><span>Chapter 5: “Studying Genocide Using a Human Rights Perspective” by William R. Fernekes</span></span>
<br>
<span><span>Chapter 6: “Teaching the 1994 Rwandan Genocide Through Stanton’s 8 Stages” by Kelley H. Szany </span></span>
<br>
<span><span>Chapter 7: “The Ukrainian Genocide – The Holodomor, 1932-1933: A Case of Denial, Cover-Up and Dismissal” by Valentina Kuryliw </span></span>
<br>
<span><span>Chapter 8: “’Why Don’t We Talk About Rape?’ Teaching About Sexual Violence in Genocide” by George Dalbo </span></span>
<br>
<span><span>Chapter 9: “Empowering Students to Design Their Own Enquiry into the Nature of Genocide” by Andy Lawrence</span></span>
<br>
<span><span>Part Two: Insights and Advice from College and University Professors </span></span>
<br>
<span><span>Chapter 10: “Tools for Experiential Genocide Studies” by Israel W. Charny </span></span>
<br>
<span><span>Chapter 11: “Some Considerations When Preparing to Teach About Genocide” by Elun T. Gabriel </span></span>
<br>
<span><span>Chapter 12: The Distinctiveness of Genocide (Destroying Groups vs. Mass Killings of People): A Thought-Piece for Educators” by Eyal Mayroz </span></span>
<br>
<span><span>Chapter 13: “Situating Genocide within the Context of Other Forms of Large-Scale Political Violence” by Matthew Krain </span></span>
<br>
<span><span>Chapter 14: Presenting Genocide: Using Concepts and Cases by Fred P. Cocozzelli </span></span>
<br>
<span><span>Chapter 15: Genocide: Explanation and Understanding” by Ernesto Verdeja </span></span>
<br>
<span><span>Chapter 16: “Survivors of Sexual Violence in Rwanda Speak: A Letter Writing Assignment to Combat Psychic Numbing” by Kimberley Ducey </span></span>
<br>
<span><span>Chapter 17: “Safe Simulations? Best Practices in the Classroom” by Waitman Beorn </span></span>
<br>
<span><span>Chapter 18: “Teaching About the Bosnian Genocide” by Hikmet Karčić </span></span>
<br>
<span><span>Chapter 19: “Teaching About Perpetrators” by Kjell Anderson </span></span>
<br>
<span><span>Chapter 20: “Fighting Death With Life: Survivors’ Voices and Secondary Witnessing of the 1994 Genocide in Rwanda” by Gerise Herndon </span></span>
<br>
<span><span>Chapter 21: “Education for Prevention” by Deborah Mayersen </span></span>
<br>
<span><span>Chapter 22: Genocide Education: Emotions, Knowledge and Generating Active Bystandership for Prevention” by Ervin Staub</span></span>
<br>
<span><span>Part One: Insights and Advice from Secondary Level Teachers</span></span>
<br>
<span><span>Chapter 1: Initiating the Study: Clusters or Mind-Maps by Samuel Totten </span></span>
<br>
<span><span>Chapter 2: “Teaching About Genocide: The Basics and Beyond” by Mark Gudgel </span></span>
<br>
<span><span>Chapter 3: “Some Practical Advice for Teaching About Genocide” by Kimberly Klett </span></span>
<br>
<span><span>Chapter 4; “Advice on Teaching About Genocide” by Nancy Ziemer </span></span>
<br>
<span><span>Chapter 5: “Studying Genocide Using a Human Rights Perspective” by William R. Fernekes</span></span>
<br>
<span><span>Chapter 6: “Teaching the 1994 Rwandan Genocide Through Stanton’s 8 Stages” by Kelley H. Szany </span></span>
<br>
<span><span>Chapter 7: “The Ukrainian Genocide – The Holodomor, 1932-1933: A Case of Denial, Cover-Up and Dismissal” by Valentina Kuryliw </span></span>
<br>
<span><span>Chapter 8: “’Why Don’t We Talk About Rape?’ Teaching About Sexual Violence in Genocide” by George Dalbo </span></span>
<br>
<span><span>Chapter 9: “Empowering Students to Design Their Own Enquiry into the Nature of Genocide” by Andy Lawrence</span></span>
<br>
<span><span>Part Two: Insights and Advice from College and University Professors </span></span>
<br>
<span><span>Chapter 10: “Tools for Experiential Genocide Studies” by Israel W. Charny </span></span>
<br>
<span><span>Chapter 11: “Some Considerations When Preparing to Teach About Genocide” by Elun T. Gabriel </span></span>
<br>
<span><span>Chapter 12: The Distinctiveness of Genocide (Destroying Groups vs. Mass Killings of People): A Thought-Piece for Educators” by Eyal Mayroz </span></span>
<br>
<span><span>Chapter 13: “Situating Genocide within the Context of Other Forms of Large-Scale Political Violence” by Matthew Krain </span></span>
<br>
<span><span>Chapter 14: Presenting Genocide: Using Concepts and Cases by Fred P. Cocozzelli </span></span>
<br>
<span><span>Chapter 15: Genocide: Explanation and Understanding” by Ernesto Verdeja </span></span>
<br>
<span><span>Chapter 16: “Survivors of Sexual Violence in Rwanda Speak: A Letter Writing Assignment to Combat Psychic Numbing” by Kimberley Ducey </span></span>
<br>
<span><span>Chapter 17: “Safe Simulations? Best Practices in the Classroom” by Waitman Beorn </span></span>
<br>
<span><span>Chapter 18: “Teaching About the Bosnian Genocide” by Hikmet Karčić </span></span>
<br>
<span><span>Chapter 19: “Teaching About Perpetrators” by Kjell Anderson </span></span>
<br>
<span><span>Chapter 20: “Fighting Death With Life: Survivors’ Voices and Secondary Witnessing of the 1994 Genocide in Rwanda” by Gerise Herndon </span></span>
<br>
<span><span>Chapter 21: “Education for Prevention” by Deborah Mayersen </span></span>
<br>
<span><span>Chapter 22: Genocide Education: Emotions, Knowledge and Generating Active Bystandership for Prevention” by Ervin Staub</span></span>
<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><span> </span></span>
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