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This article compares US. and Kenyan media representations of an incident at a Kenyan boarding school during which many young women were raped and several kikd by their male schoolmates. The author's analysis of print media accounts reveals that how the press constructed the identities of "rapists" and "victims" relied on nationally specijic stereotypes, myths, and scripts of rape and its relation to differences of culture, race, and rationality. U.S. accounts simultaneously explain the rapes by emphasizing diflerence and foreground legal consrructions of rape identities that meat experiences of rape a s essentially similar. The tension over difference and law in the U.S. accounts parallels the highly visible, though largely unproductive, debate among feminists pitting cultural relativism against legal universalism, and such dichotomized approaches preclude the development of politically useful conceptions of rape and rape identities. The analysis suggests that issues raised in the Kenyan press-the relation between sexual practices and rape and the state's role in firthering sexual violence-directed attention to complexities of rape and power elided by the m o w legal models pervasive in U . S . media and scholarly representations of rape. She concludes that fighting rape more effectively entails exposing limited representational practices and also attending to a broader range of understandinfl of rape and rape identities in various contexts.

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This article examines the utility of experiential learning activities (ELAs) for teaching about global complexity and conflict resolution in higher education classrooms. It focuses on two key concepts: the nexus between global and local and the precarity experienced within global processes. Research on two ELAs, a multisession simulation and a single‐session image analysis, each designed for use in conflict resolution courses, produced extensive data on student learning. The analysis presented demonstrates that for many students, the ELAs resulted in greater engagement with course materials, more nuanced understandings of global complexity, and increased ability to link theory to practice.

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