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Gasanabo, J., Mutanguha, F., & Mpayimana, A. (2016). Teaching about the Holocaust and genocide in Rwanda. Contemporary Review of the Middle East, 3(3), 329-345.

Abstract: Rwanda’s efforts to develop educational curricula about the genocide against Tutsi require it to not only grapple with history but also to draw lessons from elsewhere, especially the Holocaust. Rwandan education, formal and informal, has developed with a new generation of learners to study the genocide. Drawing on lessons from the Holocaust and the genocide against the Tutsi, educational programs, both in and out of school, are guiding learners through encounter with these historical events, helping them to think critically. These tactics combine to help create resilient communities with the capacity to understand genocide and its dynamics.

Questions to Consider:

1. According to the author, why teach about genocide throughout the world?

2. What are some of the training tools that should be used when teaching about genocide?

Wade, M. L. (2009). Genocide: The criminal law between truth and justice. International Criminal Justice Review, 19(2), 150-174.

This article explores the expectations placed on the law of genocide and the realities of what international criminal justice can provide in applying it. It traces a number of problems and identifies the law as inevitably falling short of the significant expectations placed on it. Although recognizing the political realities of the crime of genocide make this highly challenging, this article argues that definitional normative issues must be addressed. Above all, the international community must achieve clarity as to what purpose it pursues using the law of genocide and must further reconsider how it does so.

Questions to Consider:

1. Provide for the definition of genocide as seen in the Genocide Convention Articles 2 and 3.

2. What are some methods that could be used by international countries that could prevent genocide?