Historic Background: Challenges and New Directions in Teaching about Genocide

This paper will briefly trace the evolution of genocide studies and teaching about genocide comparatively from the 1970s on as part of a larger curriculum transformation of writing into the curriculum events and peoples who previously had been largely written out of history. Two decades later, teaching about genocide, human rights  and humanitarianism is part of the new direction of genocide studies, and teachers face new challenges in method and content. What types of historical lenses can be used to more effectively teach about comparative genocide and human rights? How do studies of postgenocidal societies and issues of memory, representation and power contribute important perspectives? What is the "spillover" effect of genocidal atrocity? How can classroom assignments on non-governmental organizations and research provide more in depth analysis in such a broad field? How can issues of denial and bias be addressed by teachers and students in the classroom? Finally, whither genocide studies? Is it a viable "field" going forward?