UN genocide commemoration,transnational scenes of mourning and the global project of learning from atrocity

This paper offers a critical analytic reconstruction of some of the main symbolic properties of annual UN Holocaust and Rwandan genocide commemorations since 2005. Applying a discourse‐historical approach (Wodak and Meyer 2010), it retraces how themes of guilt, responsibility, evil and redemption are woven together across annual commemorative performances in the hope of stabilizing shared patterns of cultural translation of the significance of these atrocities to globally dispersed communities. UN commemorative discourse characteristically links memories of Holocaust and Rwandan trauma in a ‘chain of communication’ with those of other episodes of brutality (e.g., Cambodia, Bosnia and Darfur) chiefly to convey the continuity of human barbarity across time and endorse certain presuppositions regarding the fate of a fallen humanity in this more ‘post‐secular’ age. As scenes of mourning, UN commemorations unite participating international delegations in their expressions of grief for the victims of ‘preventable tragedies’ in the past but also, it must be said, their uncertainty regarding new horrors likely to occur in the future. The duty to remember is reiterated continuously as both a mark of respect to those who have already perished and as a warning of atrocities yet to unfold. This paper explores how the historical constancy of violence is interpreted by the UN through a detailed critical analysis of its recently inaugurated ‘remembrance through education’ programme aimed at a transnational collective learning from atrocity.     

Narrating Genocide: Time,Memory, and Blame

More than 20 years have passed since the Rwandan genocide, yet we know little about how Rwandans remember the violence. This article draws upon more than 100 interviews with genocide survivors to assess collective memories of the atrocity. We find that survivors organize their narratives by conceptualizing the genocide as a watershed event that divides time into two distinct eras. When discussing the pregenocide period, survivors focus on macrolevel events and structures, locating blame for the genocide in institutions rather than on Rwandan citizens. By contrast, narratives of life after the genocide focus on perceived progress since 1994. We interpret these findings in light of the state's memory projects, the potential functionality of the memories, and the time needed for collective memories to resonate.     

News and Comment

Holocaust education in the United States began as a grassroots movement during the 1970s. Today, more than 30 states mandate the teaching of the Holocaust; however, far less attention is given in schools to other 20th-century instances of genocide. Totten has suggested that by neglecting “other” genocides (e.g., Darfur, Rwanda, and Cambodia), these events may not be perceived as significant (when compared to the Holocaust), and moreover, students may fail to realize that genocide has occurred multiple times since 1945 and thus no longer a threat today. Given the implications surrounding Totten’s assertion and the global nature of genocide and its reach, we aim to provide social studies teachers and teacher educators with a series of accessible suggestions for incorporating “other” genocides into their practice—suggestions that are aligned and situated within Hanvey’s seminal conceptual frame for global education.     

Post‐genocide justice: The Gacaca courts

In the aftermath of the Rwandan genocide, the crippled formal judicial system failed to administer justice in a timely manner. A modified version of the traditional Gacaca courts was introduced to hear cases from the backlog of over 100,000 genocide suspects. We find that the Gacaca courts performed well relative to the formal justice system, given the constraints faced. The Gacaca courts generated valuable information about the genocide suspects and increased access to the justice system. The introduction of the Gacaca courts improved the performance of the formal justice system and facilitated post‐conflict recovery.     

Migration,resettlement and integration of survivors of the 1994 genocide against Tutsi in Rwanda in Canada: A community-based study

This article describes the migration, resettlement and integration challenges and strengths of members of the African Diaspora in Canada who identify as survivors of the 1994 genocide against the Tutsi of Rwanda. Data were generated from semi-structured interviews with 16 adult community members and a thematic analysis conducted inductively and collectively with the research team consisting of academics and representative community members. This article provides insights into the unique long-term impacts of genocide on migration, resettlement and community-level functioning for this group of African migrants living in a mid-Western city in Canada. Results highlight how Canadian immigration policies limit migration options and prevent family reunification for migrants with none or few remaining family members and the associated resettlement challenges experienced by this group. Results also show the vital role the Rwandan Diaspora community, and particularly other survivors, play in supporting resettlement, integration and overall well-being of genocide survivors.     

Genocide as Contentious Politics

Despite a recent turn towards the study of political violence within the field of contentious politics, scholars have yet to focus their lens on genocide. This is puzzling, as the field of collective action and social movements was originally developed in reaction to fascism (Nazism in particular), while research on collective action and research on genocide has long shown parallel findings and shared insights. This paper reviews the history of this scholarly convergence and divergence, and suggests that recent findings of research on genocide can be improved by the consideration of concepts from social movements and collective action. It then details three theories of the micro‐mechanisms that mobilize individuals for contention – framing, diffusion, and networks – and specifies how they refine existing explanations of civilian participation in genocide. In the conclusion, I suggest that a contentious politics approach to genocide would consider it one form of collective action among others, analyzable within the existing framework of collective action and social movement theory.     

Intercultural education: theory and practice

The paper examines the theoretical position of intercultural educational studies. It begins by stressing the vital importance of intercultural education and the progress that has been made in recent times. It then turns to the terminological shift that occurred two decades ago, from multicultural to intercultural education, which was accepted unquestioningly at the time. Retrospectively, we might ask what was the discursive strategy of this lexical change. Did it not serve to disguise the realities of much cultural interaction: conquest, slave trade, genocide? What are the theoretical (as distinct from the moral) premises of intercultural education? Is the aspiration realistically for an education able to negotiate between cultures rather than to show that there is more than one culture? As the subject appears not to be tightly focused, so the context is also under‐theorized and effectively de‐politicized. The international political, economic and cultural contextualization (globalization) of intercultural education is essential to its understanding. Is there an international view of intercultural education, or is it rather a few paradigmatic examples? The paper shows how the development of a social sciences and comparative perspective might assist the theoretical deficit suggested above.     

Perspectives: Abortion and Genocide: The Unbridgeable Gap

This article examines The Center for Bio-Ethical Reform's claimthat abortion is genocide, assessing it against legal, trait-basedand "dynamic process" definitions of genocide. The purpose ofthis exercise is not to give credence to what many consideran outrageous claim, nor is it to merely refute this claim basedupon a close reading of existing definitions of genocide; instead,by subjecting The Center for Bio-Ethical Reform's claim to anethical and performative evaluation, our goal is to illustratehow the term genocide can be "misused." In the end, we arguethat The Center for Bio-Ethical Reform uses the term genocidefor its own totalizing and essentializing purposes, and in doingso engages in practices that share an affinity with the exclusionarydiscourses that help make genocide thinkable.     

Between rhetoric and reality: disabled Rwandan young women’s perspectives on gender inequality in school

Abstract

This article examines the limits of national discussions on gender equality in Rwanda from the perspectives of disabled young women. Based on 16 in-depth interviews and three focus group interviews with disabled Rwandan young women, this article points out that the barriers to gender equality are interpersonal and institutional. The empirical analysis reveals that gender biases at Rwanda’s largest inclusive secondary school are reinforced by wider cultural and religious norms, which endorse the subordination of disabled girls and young women in school. The study suggests that the equality rhetoric/reality gap will remain in Rwandan schools and society if the wider cultural and religious institutions are not examined and transformed.     

The poverty of postmodern human services

Abstract

Postmodernism cannot or will not tell the difference between truth and falsehood, reality and simulacra, principle and dogma, or right and wrong. As a corollary, it is unable or unwilling to make any ‘veritable‘ difference to the nature or order of things. Indeed, there is no escape from, nor anything outside of, the ’panopticon of language’. Accordingly, there is no significant probative difference between the practice and experience of genocide, and talking or writing about it. All one can do is be sceptical about discourses, even those concerned with ethnic cleansing and the like. As ludicrous as this sounds, it has not prevented postmodernism from monopolising discourses about significant aesthetic, cultural, economic, intellectual, political and social practices and sensibilities. Postmodernism manifests itself in a host of disciplines, and its presence is being increasingly felt in human services education and practice. If, as I shall argue, postmodernism is such a thoroughly baseless, reductive and inert doctrine, then why persist with it? The poverty of postmodernism prompts a timely return to the rich legacy of Marxism.     

Rwanda's ‘Hutsi’: intersections of ethnicity and violence in the lives of youth of ‘mixed’ heritage

This article looks at young Rwandans of ‘mixed’ Hutu–Tutsi heritage, exploring how their mixed identity shaped their experiences during the 1994 genocide and how it influences their everyday experiences of categorization and belonging in contemporary Rwanda. It reveals the complex position of these young ‘Hutsi’ and the significant constraints they face in exercising identity choices in a context with a history of ethnic violence and where state policies have outlawed ethnicity. This article argues that the experiences, narratives and performances of these young Rwandans simultaneously challenge and reinforce the binary ‘ethnic logic’ that persists in contemporary Rwanda. Yet it suggests that providing space for Rwanda's ‘Hutsi’ and their diverse experiences could help to de-essentialize the categories ‘Hutu’ and ‘Tutsi’ and reduce the risks of future violence.     

The Rohingya of Myanmar: theoretical significance of the minority status

The Rohingya of Myanmar have been experiencing a range of human rights violations including state-sponsored genocide and ethnic cleansing. Many argue that the genesis of the crisis lies in the denial of their legal status and granting citizenship would offer a solution. This article argues that apart from such legal dynamics, significant theoretical aspects of this crisis require analysis. From a theoretical perspective, the Rohingya’s identity as a minority is important as it leads to their persecution. This article demonstrates that their minority identity has been (re)constructed over time. Four factors such as (i) development of Burmese nationalism; (ii) politicisation of identity for Burmese majority; (iii) taking away of the citizenship of Rohingya; and (iv) ethnic divisions in Myanmar society have played significant roles in (re)constructing their identity as a minority. They give rise to a type of citizenship in Myanmar, which fails to include the religious minority within its ambit.     

Contradictory Behavior During Genocides1

In all large‐scale genocides, rescuing occurs alongside killing. Some members of the aggressors’ ethnic group even risk their own lives to save members of the targeted group. Killing and rescuing occur closely together, and even the same persons may engage in both behaviors—killing on one occasion and rescuing on another. This article examines such cases—where the same individuals kill and rescue—and discusses their relevance to the explanation of genocide. Both collectivistic and individualistic theories of killing and rescuing—which explain these behaviors with the properties of groups or persons—are inadequate in accounting for those who do both. Using Donald Black’s (1995, 2000) strategy of pure sociology and my theory of genocide ( Campbell, 2009 ), I offer an explanation of contradictory behavior by individuals during genocide. The behaviors themselves occur in different structures—killing where there is social distance and rescuing where there is social closeness. Individuals who exhibit contradictory behavior thus kill those who are distant and save those who are close. One feature of this analysis is its demonstration of the explanatory power of pure sociology, which is uniquely capable of explaining extreme variations in individual behavior.     

Destabilisation and cultural literacy

There is a growing body of work on the field of what is now known as ‘cultural literacy’, but little has been written about its application, and even less on how to teach it in the context of higher education. This article discusses ‘destabilisation’ as an approach to teaching cultural literacy in higher education in the context of the global challenges that universities face today. It defines the characteristics of destabilisation and highlights its advantages in relation to other teaching approaches that have a similar focus on developing cultural competence in students. The article also situates ‘destabilisation’ as a pedagogical term within a spectrum of experiential learning methods and techniques that are focused on developing cultural competence.     

Current mental health and reconciliation sentiment of victims of the genocide against Tutsi in Rwanda

Abstract

Two hundred and seven victims of the genocide against Tutsi in Rwanda were presented with the Rwandan version of the General Health Questionnaire-12 (GHQ), and with reconciliation sentiment items. Using confirmatory factor analysis, the factor structure of the GHQ was examined. The three-factor structure suggested by some authors reasonably fitted the data but two factors—Anxiety and depression, and Loss of confidence—were extremely correlated. As a result, a reduced two-factor model was tested, and the fit of this model was found to be reasonable. As regards the anxiety, depression and loss of confidence factor, the level of mental health observed among victims was lower than the level of mental health observed among Europeans who were never directly exposed to violence. As regards the social dysfunction factor, however, no difference was evidenced. A positive association between mental health and reconciliation sentiment was observed.     

"Disease Incarnate": Biopolitical Discourse and Genocidal Dehumanisation in the Age of Modernity

Abstract  This paper traces the development of the concept of the outgroup as a biological threat, and the relationship of this concept to the practice of genocide. The biopolitical discourse which emerged in the modern period made the practice of genocide conceivable, and constructed genocide as justifiable and as necessary. Two developments in the modern period are highlighted: firstly, the conception of the boundaried and ethnically homogenous nation-state, and secondly, new biological theories about race, and about the spread of disease. Discourse emerging from the biological sciences dehumanised outgroups both literally and metaphorically. This dehumanisation, in combination with the ideal of the homogenous nation-state and the new technologies of population, provided a justification and a motivation for genocide, and a model of implementation. Conceptions of the nature of dehumanisation as a process are examined, with specific reference to the role of language and metaphor, and to concepts of hygiene, purity and contamination. Particular attention is paid to eugenics and Social Darwinism, to the role of physicians in genocide, and to the relationship between medical and military vocabularies. The features of this discourse, its persistence, and its commonality in otherwise widely different genocidal episodes, are exposed through an examination of four twentieth-century genocides (Armenia, Nazi genocide, Cambodia, and the former Yugoslavia).     

W(h)ither the academy? An exploration of the role of university social work in shaping the future of social work in Europe

A controversial proposal to pilot the training of child protection social workers through an intensive work-based route in England is being supported and funded by the UK Government. Frontline, the brainchild of a former teacher, locates social work training within local authorities (‘the agency’) rather than university social work departments (‘the academy’) and has stimulated debate amongst social work academics about their role in shaping the direction of the profession. As a contribution to this debate, this paper explores the duality of social work education, which derives its knowledge from both the academic social sciences and the experience of practice within social work agencies. While social work education has traditionally been delivered by the academy, this paper also explores whether the delivery of training in the allied professions of probation and nursing by ‘the agency’ is equally effective. Finally, this paper explores the Helsinki model which achieves a synergy of ‘academy’ and ‘agency’. It suggests that there are alternative models of social work education, practice and research which avoid dichotomies between the ‘academy’ and the ‘agency’ and enable the profession to be shaped by both social work academics and practitioners.     

‘We do not talk about these things’: the promises and challenges of reflective thinking and controversial issue discussions in a Chinese high school

Broaching controversial issues with critical reflective thought is integral to a democratic education and during the past few decades China has gradually reconceptualized its moral education curricula toward this end. Therefore, this study sought to explore the extent to which controversial issues are addressed and reflective thinking is developed within one Chinese high school’s moral education classroom. Drawing on student interviews, this study found that, similar to democratic countries, students were afforded few occasions for doubt and reflective thought due to habits of dualistic thinking, traditions within curriculum and instruction, and parental roles in moral upbringing.     

From Rome to Accra via Kigali: ‘Aid Effectiveness’ in Rwanda

Since the mid‐2000s, significant strides have been made in Rwanda to implement the ‘aid effectiveness’ agenda as captured in the 2005 Paris Declaration on Aid Effectiveness. This article explores the historical evolution of this process since 1994, exposing the complex manoeuvring to establish workable practices, and the less visible political implications of this agenda. The Rwandan government is considered to have strong ‘ownership’ of aid strategies. However, the article demonstrates that the concept of progressive ownership implicit within ‘aid effectiveness’ discourse is misleading. The evidence points rather to joint ownership between donor and recipient, reflecting limitations to the amount of control over aid that donors will cede.     

A Developmental Approach to Recognition of Prior Learning in Social Work Field Education

This paper comments on the policy issue of recognition of prior learning (RPL) in social work education. Contrasting approaches to RPL are explored through a case study of Charles Sturt University’s experiences with RPL in its professional entry social work programs. RPL for field education in Australian social work education has been a contested issue within the profession and for social work education providers since its introduction in 2008. Notwithstanding the Australian Association of Social Workers’ credentialist approach to RPL, Charles Sturt University’s experience is that a developmental approach is preferable and can be a transformative professional education strategy.