Students Reflect on the Intersection of Sex, Gender, and Genocide from a Social-Psychological Perspective
Insights from social psychology students’ experiences in the National Endowment for the Humanities (NEH) /Kupferberg Holocaust Center (KHC) Colloquium Series, “Gender, Mass Violence, and Genocide,” are shared. In addition to attending at least one event during the fall 2015 semester, students completed a reflection identifying ways gender and violence intersect during genocide and drawing on specific historical examples given during the series. Students focused on how gender was reflected in language used by genocidal regimes and in the specific forms of violence that were waged against victims. Students integrated theory with details from the series to develop a fresh perspective in genocide analysis. This chapter highlights students’ impressions of their learning, as well as reflections on the ways in which engagement with the series enriched the course experience for the participants and instructor.
- Baum, Rachel N. 1996. ‘What Have I Learned to Feel:’ The Pedagogical Emotions of Holocaust Education. College Literature 23 (3): 44–58.Google Scholar
- Medoff, Rafael. 1996. Teaching About International Responses to News of the Holocaust: The Columbus Dispatch Project at Ohio State University. In New Perspectives on the Holocaust: A Guide for Teachers and Learners, 166–185. New York: NYU.Google Scholar
- Wegner, Gregory. 1998. ’What Lessons Are There From the Holocaust for My Generation Today?’ Perspectives on Civic Virtue from Middle School Youth. Journal of Curriculum and Supervision 13 (2): 167–183.Google Scholar