Moral dilemmas and pedagogical challenges in teaching about genocide

Apsel, Joyce

doi:10.1007/s12142-004-1031-3

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…As noted by Apsel (2004), education on the Holocaust opens the door to challenge individuals on how to ''become engaged with working to implement human rights and prevent future genocides and human rights violations'' (p. 111). Experiential methods that involve direct contact are an ideal way to encourage such civic leadership.…”

Section: Discussionmentioning

confidence: 99%

Developing civic leaders through an experiential learning programme for Holocaust education

Clyde

2010

Prospects

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The purpose of this study is to examine the impact that involvement in an experiential learning programme for Holocaust education had on college and university participants' worldviews and civic leadership development. Results indicate that involvement in specific elements of the programme did have an impact. The student-focused, experiential learning programme addressed in this study was established in 2000. In 2001, the inaugural group of nearly 270 participants from 22 nations traveled to Poland to familiarize themselves with the Holocaust. Students were exposed to programming on the Holocaust as a means to raise their awareness and understanding of the events and to encourage their involvement in related programmes. The ultimate aim was to develop future civic leaders who would become involved in educating their peers and communities about the tragedy of genocide.

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Section: Discussionmentioning

confidence: 99%

Developing civic leaders through an experiential learning programme for Holocaust education

Clyde

2010

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“…A crucial but often overlooked element is how different community or advocacy groups were able to organize, lobby legislatures for curriculum mandates, raise funds for endowed chairs and programs, and help set up permanent institutional structures within the university to create a continued presence in the curriculum. Besides the importance of the subject, the growth in courses on the Holocaust reflects all of these factors and is a primary example of the complexity of the politics of higher education curriculum (Apsel 2004, Novick 1999.…”

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confidence: 99%

“…5 Besides the enormity of the subject and public interest and representation (from film to museums and centers), there are a number of reasons for this development including: study of the Holocaust was an important early development in the evolution of genocide studies; the politics and funding of education, faculty and student interest in the subject, and resources and funding available, including establishment of endowed chairs and programs in Jewish Studies and Holocaust, etc. For further discussion of Holocaust education and the politics of education see(Apsel 2004).…”

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confidence: 99%

Educating a New Generation: The Model of the “Genocide and Human Rights University Program”

Apsel

2011

Hum Rights Rev

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This paper examines the design and teaching of "Genocide and Human Rights," an innovative, higher education course introduced in 2002 to provide training for a new generation of scholars and teachers. The course was developed and funded by a small non-profit organization, the Zoryan Institute, in Toronto, Canada. One purpose of the course is to teach about the Armenian genocide within a comparative genocide and human rights framework. Another goal is to fill a gap in the curriculum in response to increased student interest and research in genocide and human rights. The course serves as a valuable pedagogical model including its comparative framework, teaching by invited specialists, adjusting the curriculum to reflect student interest and new scholarship, and setting up and maintaining formal and informal scholarly networks. Features of critical pedagogy include classroom dialogue and critique and respect for differences in background and opinion. For example, interactions between students of Turkish and Armenian background provide an opportunity to explore issues of stereotypes, memory, denial and reconciliation. The course provides training for a new generation in research, publications, teaching and advocacy in fields related to genocide and human rights.

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Synthesis of Organochalcogen Propargyl Aryl Ethers and Their Application in the Electrophilic Cyclization Reaction: An Efficient Preparation of 3-Halo-4-Chalcogen-2H-Benzopyrans

et al. 2009

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We herein described the synthesis of various organochalcogen propargyl aryl ethers via reaction of lithium acetylide intermediate with electrophilic chalcogen (sulfur, selenium, tellurium) species. Various aryl and alkyl groups directly bonded to the chalcogen atom were used as electrophile. The results revealed that the reaction does not significantly depend on the electronic effects of substituents in the aromatic ring bonded to the chalcogen atom of the electrophilic chalcogen species. Additional versatility in this process was demonstrated with respect to a diverse array of functionality in the aromatic ring at propargyl aryl ethers. These propargyl aryl ethers, bearing the chalcogen group, underwent highly selective intramolecular cyclizations when treated with I(2) or ICl affording 3-iodo-4-chalcogen-2H-benzopyrans. The results demonstrated that the cyclization efficiency was significantly influenced by the steric effects of aromatic ring, since the cyclization reaction gave low yields with aromatic rings having a substituent at orto position than those having no substituent. The reactivity of 3-iodo-4-chalcogen-2H-benzopyrans was also studied. 4-Selenobutyl benzopyrans were treated under Neghishi cross-coupling conditions providing the corresponding 3-aryl benzopyran derivatives in good yields. In addition, using the copper catalyzed cross-coupling reactions with thiols, in the absence of any cocatalyst, we were able to introduce a thiol function in 3-iodo-benzopyran derivatives.

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Moral dilemmas and pedagogical challenges in teaching about genocide

Cited by 4 publications

References 2 publications

Developing civic leaders through an experiential learning programme for Holocaust education

Developing civic leaders through an experiential learning programme for Holocaust education

Educating a New Generation: The Model of the “Genocide and Human Rights University Program”

Synthesis of Organochalcogen Propargyl Aryl Ethers and Their Application in the Electrophilic Cyclization Reaction: An Efficient Preparation of 3-Halo-4-Chalcogen-2H-Benzopyrans

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