DEPARTMENT OF HISTORY
MODULE HANDBOOK 2012-2013
CONTENTS General information about HIST232 _______________________1 What is the module about Course aims, skills, and learning outcomes Teaching Tutor Assessment Virtual Learning Environment Module schedule
1 2 3 3 4 5 5
The assignment_________________________________________6 Select bibliography______________________________________9
HIST232 - Mass violence in the 20th century and beyond ... / HANDBOOK / 2012-13
GENERAL INFORMATION > WHAT IS THE MODULE ABOUT? Mass violence has sullied the register of the twentieth century. In the colonies, across the battlefields of the two world wars, under totalitarian regimes or in the midst of bitter civil wars, mass violence has been a taboo broken on so many occasions with devastating and lasting consequences. The module examines the factors that shape the potential for mass violence in the longer term and the forces that help unleash it in particular spaces and moments in time. Why and how is the taboo of (mass) violence broken? Who are the 'perpetrators' and why do they inflict violence on others even if they are aware of its transgressive character? What is the role of leaders and 'ordinary people' in the discharge of violence? Can mass violence be effectively prevented? Within a broadly historical framework of analysis, the module examines comparatively in which circumstances nationalism, memory, and prejudice (religious, ethnic, ‘racial’) resulted in devastating instances of mass violence, perpetrated by states, its various organisations, military and para-military forces, dissident groups, and above all ‘ordinary people’. Emphasis will be placed on two elements: •
•
theoretical approaches to mass violence (long- and short-term factors, catalysts, facilitation, diffusion, the psychology and role of perpetrators and bystanders, justice); and discussion of selected case studies from across the world (protracted campaigns of mass violence, such as the Nazi ‘Final Solution’ and the Rwandan genocide; smallerscale incidents, such as particular massacres; and specific spaces dedicated to mass violence, such as torture camps and prisons).
Extensive use of audio-visual material (documentaries, podcasts, relevant films, oral and written testimonies) will be made in both lectures and workshops.
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> COURSE AIMS The module aims to enable you to: • acquire knowledge of the historical origins, cultural parameters, and political context of mass violence in the twentieth century; • examine the role of key-concepts and forces (such as nationalism, prejudice, memory, modernity, facilitation) in the various instances of mass violence examined in the module; • appreciate similarities and differences between key-categories of mass violence, including the terms ‘genocide’, ‘crimes against humanity’, ‘crimes against peace’, and ‘war crimes’; • engage in comparative analysis of a range of case-studies covering the entire twentieth century as well as different parts of the world; • approach the subject of mass violence from the viewpoints of both perpetrators and victims, in order to understand the origins, motivational and facilitating factors. • develop their oral and written communication skills, in a variety of formats ranging from essaywriting and oral presentations to online blog-style self-reflection and asynchronous discussion through the module website; • develop skills that will help them to use a variety of sources and resources, including oral testimonies and films, to understand and solve problems of historical interpretation; • learn how to combine indepth study of particular historical topics with comparative insight.
> SKILLS The module aims to enable you to: • develop their oral and written communication skills, in a variety of formats ranging from essaywriting and creative (less formal) 'assignments' to online blog-style self-reflection and asynchronous discussion through the module website; • develop skills that will help them to use a variety of sources and resources, including maps, city plans, architectural drawings, photographs and newsreel, to understand and solve problems of historical interpretation; • learn how to combine indepth study of particular historical topics with comparative insight; • strengthen their analytical skills, particularly through a comparative approach that combines conceptual and empirical elements; • combine historical analysis with inter- and trans-disciplinary perspectives from sociology, political science, and psychology.
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> LEARNING OUTCOMES On completion of this module you will have achieved these learning OBJECTIVES : • possess good knowledge of a wide variety of case-studies of mass violence across the world, including some lesser-known ones; • show good understanding of the differences between concepts such as genocide, act of genocide, crimes against humanity, and war crimes; • demonstrate solid knowledge of the causes of mass violence, the aspects of its facilitation and execution, as well as the mechanisms through which it reaches its intended (and sometimes not) victims; • relate knowledge of well-documented cases of genocide (Holocaust, Rwanda, Yugoslavia) with other, more complex and less well-known ones (Ukraine, Namibia, Biafra), including contemporary instances (e.g. Darfur); • demonstrate advanced skills in dealing with various forms of evidence and testimony, ranging from written documents to oral memoirs to official trial transcripts; • consolidate their knowledge of the twentieth century as an 'age of extremes', reflecting on a particular aspect of extreme behaviour (mass violence and genocide) in a range of very different contexts and circumstances.
> TEACHING WHAT
HOW OFTEN
WHEN
WHERE
LECTURES
weekly (Wks 1-10)
TUESDAYS 3-5pm ...............
Furness LT2
WORKSHOPS
fortnightly (Wks 1,3,5,7,9 only)
THURSDAYS 12-1pm ....................................... 2-3 pm .......................................... 3-4 pm ..........................................
Bowland North SR7 Bowland North SR7 Bowland North SR12
> TUTOR:
Aristotle Kallis (Bowland College, B145) / e: a.kallis@lancaster.ac.uk
> WORKSHOP TUTOR: Tim Corbett (t.corbett1@lancaster.ac.uk)
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> ASSESSMENT The module is assessed by coursework only. More specifically:
TYPE
WHAT
WORD COUNT
DEADLINE
Assignment
a special project on a particular space or time of mass violence. A list of topics will be published on Week 4. If you prefer to suggest an alternative case study, consult with your tutor first. a piece of conceptual and comparative analysis. Essay questions will be published on Week 5.
1500 words, excluding references and bibliography
Tuesday 4 December 2012 (Week 9, Michaelmas Term), 12 noon
2500-3000 words, excluding references and bibliography
Deadline: Tuesday 15 January 2013 (Week 11, Lent term), 12 noon
Essay
Judged on the basis of contribution to Workshop classroom discussion, preparation, and performance attendance.
% OF ASSESSMENT Workshop performance 10%
Assignment 30%
Essay 60%
NOTE ABOUT SUBMISSION OF COURSEWORK: Part II History students are required to submit their coursework by the same stipulated deadline both (a) in hard copy via the essay box in the Department; and (b) electronically via Moodle. You will be sent instructions on how to submit your coursework electronically, along with guidance on any related issues e.g. penalties for late-submission, by the Departmental Office and your tutor.
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> VIRTUAL LEARNING ENVIRONMENT Module resources and announcements can be accessed via the HIST232 Moodle site (http:// mle.lancs.ac.uk). The Moodle site is your main point of call for information about the course (including a permanent online copy of this handbook), news and announcements, handouts, lecture recordings and slideshows, podcasts, workshop preparation sheets etc. Please check the website regularly for new additions and course materials. You will also be receiving a weekly summary email with direct links to the relevant resources on the website. What you will find in the process is that the module actually has an external website (http:// hist232.quidditas.net/ ) that is actually also hosted inside Moodle. You may choose to visit the external website independently or do so via the HIST232 Moodle space; in either case, the resources will be the same.
> MODULE SCHEDULE WK
DATE
1
9 Oct
Introduction / Key concepts
2
16 Oct
The long term: from prejudice to hatred
23 Oct
The short term: catalysts of mass violence
4
30 Oct
Perpetrators, authority and 'licence'
5
6 Nov
Perpetrators and bystanders
6
13 Nov
How violence spreads
7
20 Nov
The time(s) of violence
8
27 Nov
The space(s) of violence
3
LECTURES
9
4 Dec
Justice(?)
10
11 Dec
Conclusions
CASE STUDIES
WORKSHOPS
11 Violence and the human Oct condition Anti-Semitism, Islamophobia Jedwabne, Jassi, Rwanda, 1929 Palestine riots
Genocide: 'ancient 25 hatred' or elite Oct manipulation?
Sabra and Shatila, pogroms in eastern Europe 1941 The Kitty Genovese incident, Nazi Germany
8 Violence: authority Nov versus responsibility
Syria, Rwanda, Yugoslavia Zvornik and Prijedor, Srebrenica
22 Open seminar Nov
Prisons and camps, death marches, incidental spaces Nuremberg Trials, Tribunals for Rwanda/ Yugoslavia
6 Can mass violence be Dec prevented?
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HIST232 ASSIGNMENT INFORMATION GENERAL The assignment makes up 30% of your overall assessment for the module. It is a creative, free-format piece of individual research, based on a specific case-study topic. You will receive a list of topics on Week 4 and you will be asked to make a selection online, on a first-come first-serve basis. However, if you have your own ideas about an alternative topic, please contact Aristotle to discuss it. The point of the assignment is to engage in a less conventional ‘academic’ piece of coursework, taking some liberties that are not normally expected in an essay. Here are some ideas as to how you can write your assignment, based on what former students did; the list is by no means exhaustive and you can choose to do yours differently: •
a fictional interview, with historical facts and quotes incorporated into the fictional narrative (and referenced properly);
•
an imaginary diary, again with facts and quotes from actual sources;
•
an exhibition catalogue/leaflet;
•
a video format (i.e. your own clip) with a separate transcript of the text; this means you need to submit both the transcript as hard copy and the video (on a DVD or via a link freely accessible online);
•
a newspaper/magazine article, once again based on actual sources, facts, and information referenced properly;
•
a more literary format (some students in the past wrote a short theatre play but again with references - this is only one example);
•
a mini-essay (see below).
Is it ok if I write my assignment as a mini-essay? Well, it can be if you prefer it. But the assignment gives you the opportunity to do something more unusual - a diary, a newspaper article, a letter, a video, a multimedia presentation, a court report, and anything else the you can think of - as long as the basis of the information provided in factual (I.e. you can reference original sources). But writing it as a succinct essay is also fine. An excellent mini-essay will not be treated differently from an excellent creative assignment.
What format can I use? See above - anything from a mini-essay to a fictional piece (a diary, a court transcript, an interview, an article ... anything!). Make sure that your chosen format 'works' and does what you want to achieve better than a different format. This is entirely your decision - but
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I encourage you to be creative and, within reason, personal in your style of writing and presentation. Whatever format you use (whether essay-like or more creative), please make sure that you do the following: • provide references for all your sources; • observe common coursework conventions when it comes to structure (i.e. your assignment should have some kind of introduction and some kind of concluding section, in addition to the main body of the work); • if your piece is fictional (but always based on sources), add a disclaimed at the beginning of the assignment; • whatever the format and style of your writing, make sure that it is authoritative and convincing.
What is the word limit? The assignment should be around 1500 words, excluding references and bibliography. If you have good reason to go over the world limit (I.e. the extra words add substance to your piece), then do so - there will be no penalty for that. References, appendices, and diagrams do not count towards the word limit; but use them to supply extra information, not text that should be in the main body of the assignment. If you are substantially below or above the 1500-word limit (e.g. more than +/-10%), do expect a penalty.
Do I need to reference? Yes - and exhaustively so. This is the most critical formal aspect of the assignment. Even if you are creative with your assignment (I.e. you are presenting a fictional piece), you need to reference the sources that you have used. Please do so consistently (see below).
How do I reference? Check the Department’s Undergraduate Handbook for more information on referencing. The most commonly used system is footnotes or endnotes, followed by bibliography. Others prefer the Harvard (in-text) system, again followed by a bibliography at the end. You can use any system you prefer. Whether you wish to use footnotes, endnotes or in-text (Harvard) style references, please stick to one system; do not mix footnotes and endnotes, for example. Be consistent and pay attention to the conventions that apply to each system. References should provide information about the author, title, year of publication, place of publication, and relevant page numbers. For web references, the title of the document, the author (if one is mentioned) and the full URL (I.e. not just 'www.bbc.co.uk' but the whole extension) should be provided (you may add the date when the online document was accessed).
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Do I need a bibliography? Yes, you do. Regardless of referencing, you need to provide a bibliography of all sources (printed and web) at the end of your assignment. Please separate books, articles, audiovisual sources (e.g. A documentary), and web resources; each category should be listed separately. Bibliographies (like appendices and references) do not count towards the word limit.
Can I add photos? Of course! Please reference their source (full URL) but you can use as many visual materials as you wish. It is entirely up to you whether you place them in-text or at the end of the assignment (as an appendix). Please number your visuals and refer to them in your text by that number.
Any requirements regarding presentation? A few - use standard formats of document for the electronic submission (Word, PDF); avoid obscure and 'esoteric' formats and, if you are using a specific piece of advanced software, remember to convert your document before submitting. For both printed and electronic versions, please allow 2.5cm margin on both left and right; this way I can write comments on the margins. You do not need to double-space your work; single or 1.5 are absolutely fine. Size 11 font as minimum (ideally 12 but this may vary from font to font; use your judgement - it should be legible but do not waste paper and money). Bibliography should be at the end of the assignment.
CHECKLIST I have referenced my sources - fully and consistently; this also applies to visual resources I have included a bibliography at the end of the assignment, separated in books, articles, audiovisual resources (if applicable), and web resources I have left 2.5cm of space on both left and right margins I have included a cover sheet with the essay (first page) I have filled a seminar self-assessment form and attached it to the assignment (last page). Form is available online but a copy will be emailed to you separately I have submitted an electronic copy of the assignment by the end of Week 10 - but only in addition to the hard copy My assignment is not substantially (I.e. by more than 100 words) less than the 1500word lower limit. For deadline and submission information, see above, p. 4.
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SELECT BIBLIOGRAPHY NOTE: the titles below are given are only a fraction of the bibliography that is available on the topics of modernism, totalitarianism, urban planning, and on the particular case studies covered on the course. You will be given more specific suggestions for reading on a week-by-week basis. However, you are also expected to do your own research in addition, uncovering material available in the library or online. In addition, the more contemporary nature of the course requires you to search online resources (e.g. newspapers, NGO reports etc) simply because the published sources either do not exist or are not upto-date (e.g. in relation to an ongoing conflict). Again, you will be given more specific advice on such resources but you should also exercise your own initiative in this respect. Titles in bold indicate key and/or useful general texts.
> GENERAL Allen, Michael Thad. The business of genocide: the SS, slave labor, and the concentration camps / Chapel Hill, N.C.: University of North Carolina Press, c2002. Alvarez, Alex. Governments, citizens, and genocide: a comparative and interdisciplinary approach / Bloomington: Indiana University Press, c2001. Bloxham, Donald & Moses, Dirk. eds. The Oxford Handbook of Genocide Studies. Oxford: Oxford University Press, 2010. **Bloxham, Donald & Gerwarth, Robert. Political Violence in Twentieth-Century Europe. Cambridge: Cambridge University Press. **Chalk, Frank Robert, The history and sociology of genocide: analyses and case studies / New Haven: Yale University Press, c1990. Charny, Israel W. Genocide: a critical bibliographic review / London: Mansell, 1988. Chorover, Stephan L. From genesis to genocide: the meaning of human nature and the power of behavior control / Cambridge, Mass.: MIT Press, c1979. **Fein, Helen. Genocide: a sociological perspective / London ; Newbury Park, Calif.: Sage Publications, 1990. **Gellately, R and Kiernan, Ben. The Specter of Genocide: Mass Murder in Historical Perspective / New York: Cambridge University Press, 2003 Genocide: conceptual and historical dimensions / Philadelphia: University of Pennsylvania Press, c1994. **Jones A, Genocide / London & New York: Routledge, 2007 Jones A, “Gendercide and genocide”, Journal of Genocide Research, 2/2 (2000), 185-211(27.) **Lawrence, Bruce B & Karim, Aisha (eds.) On Violence: a reader. Duke University Press, 2008. Lippman M, “A road map to the 1948 Convention on the Prevention and Punishment of the Crime Genocide”, Journal of Genocide Research, 4/2 (2002), 177-195(19)
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Makino U, “Final solutions, crimes against mankind: on the genesis and criticism of the concept of genocide”, Journal of Genocide Research, 3/1 (2001), 49-73(25) **Midlarsky, Manus. Origins of Political Extremism: Mass Violence in the Twentieth Century and Beyond. Cambridge: Cambridge University Press, 2011. Minow, Martha, Between vengeance and forgiveness: facing history after genocide and mass violence / Boston: Beacon Press, c1998. **Naimark, Norman. Fires of Hatred Ethnic Cleansing in Twentieth-Century Europe / Cambridge and. London: Harvard University Press, 2001 Neier, Aryeh, War crimes: brutality, genocide, terror, and the struggle for justice / New York: Times Books, c1998. Power, Samantha. A problem from hell: America and the age of genocide / London: Flamingo, 2003. Rawson, Claude Julien. God, Gulliver, and genocide: barbarism and the European imagination, 1492-1945 / Oxford ; New York: Oxford University Press, 2001. Rubenstein, Richard L. The age of triage: fear and hope in an over- crowded world / Boston: Beacon Press, 1983. Rummel, R. J., Death by government / New Brunswick, N.J.: Transactions Publishers, c1994. **Schabas, William, Genocide in international law: the crimes of crimes / Cambridge, U.K. ; New York: Cambridge University Press, 2000. **Semelin, Jacques. Purify and Destroy: The Political Uses of Massacre and Genocide. New York: Columbia University Press, 2009. Shaw, Martin, War and genocide: organized killing in modern society / Oxford: Polity, 2003. Skutnabb-Kangas, Tove. Linguistic genocide in education, or worldwide diversity and human rights? / Mahwah, N.J.: L. Erlbaum Associates, 2000. Staub, Ervin. The roots of evil: the origins of genocide and other group violence / Cambridge [England] ; New York: Cambridge University Press, 1989. Steiman, Lionel B. Paths to genocide: antisemitism in Western history / Macmillan, 1998. Stein S, “Geno- and other cides: a cautionary note on knowledge accumulation”, Journal of Genocide Research, 1 March 2002, 4/1 (2002), 39-63(25) Straus S, “Contested meanings and conflicting imperatives: a conceptual analysis of genocide”, Journal of Genocide Research, 1 November 2001, 3/3 (2001), 349-375(27) Totten, S; Parsons, W; Charny I W, Century of Genocide / New York: Routledge, 1997. United Nations. Department of Public Information The crime of genocide. U.N. Dept. of Public Information, 1956. Weindling, Paul. Epidemics and genocide in eastern Europe, 1890-1945 / Oxford ; New York: Oxford University Press, 1999. Zizek, Slavoj. Violence: Six sideways reflections. London: Profile Books, 2009.
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> THE NAZI ‘FINAL SOLUTION’ Is the Holocaust unique?: perspectives on comparative genocide / Boulder, Colo.: Westview Press, 1996. Bartov, Omer. Mirrors of destruction: war, genocide, and modern identity / New York: Oxford University Press, 2000. Bauman, Zygmunt. Modernity and the Holocaust / Ithaca, N.Y.: Cornell University Press, 1989. Benz, Wolfgang. The Holocaust: a German historian examines the genocide / New York: Columbia University Press, c1999. Bergen, Doris L. War & genocide: a concise history of the Holocaust / Lanham, Md.: Rowman & Littlefield, c2003. Braham, Randolph L. The politics of genocide: the Holocaust in Hungary / New York: Columbia University Press, 1981. Browning, Christopher R. The path to genocide: essays on launching the final solution / Cambridge / New York, NY, USA: Cambridge University Press, 1992. Browning, Christopher. Ordinary Men: Reserve Police Battallion 101 and the Final Solution in Poland Burleigh, Michael, A History of the Third Reich Burleigh, Michael, The Racial State / Cambridge: CUP, 1989 Burrin, Philippe. Hitler and the Jews: the genesis of the Holocaust / London ; [New York]: Edward Arnold; New York, NY: Routledge, Chapman, and Hall, c1994. Cohn, Norman Rufus Colin. Warrant for genocide; the myth of the Jewish world-conspiracy and the Protocols of the Elders of Zion / London, Eyre & Spottiswoode, 1967. Friedlander, Henry, The origins of Nazi genocide: from euthanasia to the final solution / Chapel Hill: University of North Carolina Press, c1995. Gellately and Kiernan, The Specter of Genocide, 241-263. Grin F*, “Uniqueness (redux): trivialization by any name”, Journal of Genocide Research, 3/2 (2001), 185-186(2) Heinsohn G, “What makes the Holocaust a uniquely unique genocide?”, Journal of Genocide Research, 1 November 2000, 2/3 (2000), 411-430(20) Katz, Steven T. The holocaust in historical context / New York: Oxford University Press, 1994-2 Lang, Berel. Act and idea in the Nazi genocide / Chicago: University of Chicago Press, 1990. Lewy G, “Gypsies and Jews under the Nazis”, Holocaust and Genocide Studies, 13/3/ (1999), 383-404 Mann M, “Were the perpetrators of genocide ‘ordinary men’ or ‘real Nazis’? Results from fifteen hundred biographies”, Holocaust and Genocide Studies, 14/3 (2000), 331-366
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Mierzejewski AC, “A public enterprise in the service of mass murder: the Deutsche Reichsbahn and the Holocaust”, Holocaust and Genocide Studies, 15/1 (2001), 33-46 [modernity] Müller-Hill, Benno, Murderous science: elimination by scientific selection of Jews, Gypsies, and others, Germany 1933-1945 / Oxford [Oxfordshire] ; New York: Oxford University Press, 1988. Rosenfeld GD, “The politics of uniqueness: reflections on the recent polemical turn in Holocaust and genocide scholarship”, Holocaust and Genocide Studies, 13/1 (1999), 28-61 Roth, John K. Remembering for the future: the Holocaust in an age of genocide / Basingstoke: Palgrave, 2001. Weinberg GL., “Germany’s war for world conquest and the extermination of the Jews”, Holocaust and Genocide Studies, 10/2 (1996), 119-133
> MASS VIOLENCE ON TRIAL Aronson S, “Preparations for the Nuremberg Trial: The O.S.S., Charles Dwork, and the Holocaust”, Holocaust and Genocide Studies, 12/2 (1998), 257-281 Wolfe R, “Flaws in the Nuremberg legacy: an impediment to international war crimes tribunals’ prosecution of crimes against humanity”, Holocaust and Genocide Studies, 12/3/ (1998), 434-453 Bloxham, Donald. Genocide on trial: war crimes trials and the formation of holocaust history and memory / Oxford: Oxford University Press, 2003. Kuper, Leo. International action against genocide / London: Minority Rights Group, 1982. Meltzer B.D, “The Nuremberg Trial: a prosecutor’s perspective”, Journal of Genocide Research, 1 December 2002 (2002), 4/4, 561-568(8) Morris, Virginia, The International Criminal Tribunal for Rwanda / Irvington-on-Hudson, N.Y.: Transnational Publishers, c1998. Ratner, Steven R. Accountability for human rights atrocities in international law: beyond the Nuremberg legacy / Oxford: Clarendon Press ; New York: Oxford University Press, 1997.
> OTTOMANS & ARMENIANS Boyajian, Dickran H. Armenia: the case for a forgotten genocide / Westwood, N.J., Educational Book Crafters [1972] Dadrian V.N, “The signal facts surrounding the Armenian genocide and the Turkish denial syndrome”, Journal of Genocide Research, June 2003, 5/2 (2003), 269-279(11) Dadrian VN., “The Turkish military tribunal’s prosecution of the authors of the Armenian genocide: four major court-martial series”, Holocaust and Genocide Studies, 11/1 (1997), 28-59 Dadrian, Vahakn N. The history of the Armenian genocide: ethnic conflict from the Balkans to Anatolia to the Caucasus / Providence, R.I. ; Oxford: Berghahn Books, 1997.
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Dolabjian V.S, “The Armenian Genocide as portrayed in the Encyclopaedia Brittanica”, Journal of Genocide Research, March 2003, 5/1 (2003), 103-115(13) Levene M, “Creating a modern ‘zone of genocide’: the impact of nation- and state-formation on eastern Anatolia, 1878-1923”, Holocaust and Genocide Studies, 12/3 (1998), 393-433
> STALINIST SOVIET UNION Conquest, Robert. The nation killers; the Soviet deportation of nationalities. [New York] Macmillan [1970] Grin F, “Kalmykia, victim of Stalinist genocide: from oblivion to reassertion”, Journal of Genocide Research, 3/1 (2001), 97-116(20) Pohl J.O, “Stalin’s genocide against the “Repressed Peoples””, Journal of Genocide Research, 2/2 (2000), 267-293(27) Richardson C, “Stalinist terror and the Kalmyks’ national revival: a cultural and historical perspective”, Journal of Genocide Research, 4/3 (2002), 441-451(11) Rummel, Genocide by Numbers*
> DEATH OF YUGOSLAVIA Gellately & Kiernan, The Specter of Genocide, 353-371. Hoare M.A, “Genocide in the former Yugoslavia: a critique of left revisionism’s denial”, Journal of Genocide Research, 5/4 (2003), 543-563(21) Kallis Aristotle A, “Eliminationist crimes, state sovereignty and international intervention: the case of Kosovo”, Journal of Genocide Research, 1/4(1999), 417-37 Mirkovic D, “The historical link between the Ustasha genocide and the Croato-Serb civil war: 1991–1995”, Journal of Genocide Research, 2/3 (2000), 363-373(11) Naimark, Norman. Fires of Hatred, Ch. 5 Power, Samantha. A Problem from Hell, 247-328 & 391-442.
> EXTRA-EUROPEAN CASES Adelman H, “Rwanda revisited: in search for lessons”, Journal of Genocide Research, 1 November 2000, 2/3 (2000), 431-444(14) Barbedo de Magalhaes, Antonio. East Timor: Indonesian occupation and Genocide / Oporto University, 1992. Beres, Louis Rene. Punishing genocide and crimes against humanity after the Gulf War: Iraqi crimes and international law. Lausanne: Graduate Institute of International Studies, 1992.
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Gourevitch, Philip. We wish to inform you that tomorrow we will be killed with our families: stories from Rwanda / New York: Picador USA: Farrar, Straus, and Giroux, 1999. Gutman, Roy. A witness to genocide: the first inside account of the horrors of “ethnic cleansing” in Bosnia / Shaftesbury, Dorset: Element Books, 1993. Jennings, Christian. Across the Red River: Rwanda, Burundi, and the heart of darkness / London: Gollancz, 2000. Joint Evaluation of Emergency Assistance to Rwanda. The international response to conflict and genocide: lessons from the Rwanda experience :/ editor, David Millwood. - Synthesis report / Joint Eval. of Emergency Assistance to Rwanda, 1996. Klinghoffer, Arthur Jay. The international dimension of genocide in Rwanda / Macmillan, 1998. Kohen, Arnold. An act of genocide: Indonesia’s invasion of East Timor / London: TAPOL, 1979. Kuperman A, “Provoking genocide: a revised history of the Rwandan Patriotic Front”, Journal of Genocide Research, March 2004, 6/1 (2004), 61-84(24) Lemarchand, René. Selective genocide in Burundi / London: Minority Rights Group, 1974. Magnarella, Paul J. Justice in Africa: Rwanda’s genocide, its courts, and the UN criminal tribunal / Aldershot: Ashgate, 2000. Mamdani, Mahmood. When victims become killers: colonialism, nativism, and the genocide in Rwanda / Princeton, N.J.: Princeton University Press, c2001. Melvern, Linda. A people betrayed: the role of the West in Rwanda’s genocide / New York: St. Martin’s Press, 2000. Peterson, Scott. Me against my brother: at war in Somalia, Sudan, and Rwanda: a journalist reports from the battlefields of Africa / New York: Routledge, 2000. Prunier, Gerard. The Rwanda crisis: history of a genocide. London: Hurst, 1995. Taylor, Christopher C. Sacrifice as terror: the Rwandan genocide of 1994. Oxford: Berg, 1999.
> GENOCIDE PREVENTION Cushman T, “Is genocide preventable? Some theoretical considerations”, Journal of Genocide Research, 5/4 (2003), 523-542(20) Totten S, “The intervention and prevention of genocide: Sisyphean or doable?”, Journal of Genocide Research, June 2004, 6/2 (2004), 229-247(19)
> KEY WEB RESOURCES **Online Encyclopaedia of mass violence: http://www.massviolence.org/
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