Teaching about Rape in War and Genocide

herausgegeben von: Carol Rittner, John K. Roth

Verlag: Palgrave Macmillan UK

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

This edited volume is both a guide for educators and a resource for everyone who wants to strengthen resistance against a major atrocity that besieges human development. Its contributors explore a crucial question: how to teach about rape in war and genocide?

Inhaltsverzeichnis

Frontmatter

Introduction: Tackling Overlooked Issues

Abstract

How to teach about rape in war and genocide? This edited volume explores that crucial question. Its authors are teacher-scholars and human rights practitioners who address the five questions that title the chapters of this book: Why teach about rape in war and genocide? Who should teach and learn? What needs to be taught? How should one teach? When and where should teaching take place? Packed with tips for teaching and discussion, the book shares research and pedagogical experience in ways that make the volume useful not only as a guide to teaching but also as a source that advances understanding about, and resistance against, a major atrocity that continues to afflict human flourishing.

Carol Rittner, John K. Roth

1. Why Teach?

Abstract

The importance of teaching about rape in war and genocide is intensified because that atrocity has become a strategy used intentionally by combatants to harm individuals and destroy communities. These utterly destructive atrocities cannot be curbed or prevented unless people are educated about them. Teaching about rape in war and genocide definitely needs to be done, but it cannot be done well apart from critical reflection about aims and assumptions, prospects and pitfalls. What hopes and expectations motivate teachers to enter this rugged terrain? Can teaching about rape in war and genocide help to curb or eliminate such atrocities? Questions such as these govern the reflections and suggestions about teaching in this chapter.

Carol Rittner, Ernesto Verdeja, Elisa von Joeden-Forgey, Hugo Slim, Maria Eriksson Baaz, Maria Stern, Henry C. Theriault

2. Who Should Teach and Learn?

Abstract

Who teaches determines what is taught about rape in war and genocide. What, then, qualifies one to teach about this subject? In addition, what considerations about students—their age or background, for instance—are imperative before, during, and after teaching them about rape in war and genocide? How, moreover, may the teacher’s and the student’s gender and experiences affect and problematize teaching and learning about the topic? This chapter shows that the gender of teachers and students matters significantly in thinking about who should teach and learn, but the need remains for both men and women to be in the roles of teacher and learner.

John K. Roth, Cheyney Ryan, Ernesto Verdeja, Roselyn Costantino, Ruth Seifert, Robert Skloot

3. What Needs to Be Taught?

Abstract

Rape in war and genocide always involves particularities of place, time, context, and experience. No one can teach or learn about them all. Which histories and experiences, what places and contexts are the most important to consider, and how does one best make such decisions? This chapter concentrates not only on these questions but also on what motivates people—primarily but not exclusively men—to resort to such violence and on what the consequences turn out to be. The contributors concentrate on helping teachers and students to identify the most important causes of rape in war and genocide and what it takes to intervene effectively against them.

Roselyn Costantino, Carol Rittner, Ruth Seifert, Alex Alvarez, Lee Ann De Reus, Doris Schopper, Cheyney Ryan

4. How Should One Teach?

Abstract

Teaching about rape in war and genocide does not fit neatly within the conventional disciplinary boundaries that typically govern curricula and teacher training. The challenge, then, is how to teach in ways that take advantage of disciplinary expertise while still understanding that every disciplinary approach has shortcomings and none will be sufficient alone. This chapter illustrates how particular perspectives and disciplinary orientations enhance good teaching and sound learning about rape in war and genocide. It also shows how interdisciplinary approaches are necessary for that outcome. In addition, the chapter underscores that the teacher’s individual identity and teaching style will greatly affect the impact on students.

John K. Roth, Elisa von Joeden-Forgey, Alex Alvarez, Maria Eriksson Baaz, Maria Stern, Andrea Pető, Paul R. Bartrop, Robert Skloot

5. When and Where?

Abstract

Good teaching always involves careful planning about courses and classrooms. Are some types of classes better than others for treating the subject of rape in war and genocide? Are there particularly “teachable moments” with regard to this topic? What might such “moments” include, and how can they best be used to good advantage? Beyond questions that focus mainly on schools, colleges, and universities, what about settings for teaching and learning that do not fit that model? What other teaching and learning venues deserve consideration—those connected to the internet, for example, or those “in the field” where urgent humanitarian work is under way? This chapter responds to these pivotal questions.

Henry C. Theriault, Paul R. Bartrop, Andrea Pető, Doris Schopper, Lee Ann De Reus, Hugo Slim

Conclusion: Time Will Tell

Abstract

Teaching and learning about rape in war and genocide are taking place here and there, but that work needs to be expanded, deepened, and extended. Rape in war and genocide should have no more victories. Nor should the humiliation, shame, impunity, paralysis, and indifference that compound the desolation produced by those atrocities. Resistance against every kind of sexualized violence and compassion for the victims of such assaults remain imperative. Time will tell how this book contributes to advancing those aims, but there should be no doubt that sound education about rape in war and genocide is indispensable to support them.

Carol Rittner, John K. Roth

Backmatter

Titel: Teaching about Rape in War and Genocide
herausgegeben von: Carol Rittner
John K. Roth
Verlag: Palgrave Macmillan UK
Electronic ISBN: 978-1-137-49916-5
Print ISBN: 978-1-349-69842-4
DOI: https://doi.org/10.1007/978-1-137-49916-5