OMNI
INTERNATIONALISM NEWSLETTER #1. June 3, 2014.
Compiled by Dick Bennett for a
Culture of Nonviolence, World Peace, Social and Economic Justice, Human Rights,
Democracy, and Environmental Care.
What’s at stake:
The conflict between an internationalism of education and empathy and an
internationalism of militarism and empire is exemplified in the thought and
life of Fulbright, as Fulbright gradually grew hostile to the “liberal”
internationalism of Kennedy, Johnson, and Vietnam OMNI Center ,
as part of the international peace movement, to end US Fayetteville , AR.
“I wonder how the foreign
policies of the United States would look if we wiped out the national
boundaries of the world, at least in our minds, and thought of all children
everywhere as our own.” Howard Zinn
“If I define my neighbor as
the one I must go out to look for, on the highways and byways, in the factories
and slums, on the farms and in the mines, then my world changes.” Gustavo Gutierrez, Founder of Liberation
Theology
“As man advances in
civilization, and small tribes are united into larger communities, the simplest
reason would tell each individual that he ought to extend his social instincts
and sympathies to all the other members of the same nation, though personally
unknown to him. This point being once reached,
there is only an artificial barrier to prevent his sympathies extending to the
men of all nations and races.” Charles
Darwin, The Descent of Man.
“Abolishing war in the 21st
century is not only realistic in the sense that it is possible, but also
realistically necessary for human survival and well-being. The peacemaking primate has the capacity to
do so.” Douglas Fry, The Human Potential for Peace, p. 262.
“As our hearts open to
deeper understanding, our circle of compassion naturally enlarges and
spontaneously begins to include more and more ‘others’—not just our own tribe,
sect, nation, or race, but all human beings, and not just humans, but other
mammals, and birds, fish, forests, and the whole beautifully interwoven
tapestry of living, pulsing creation.
All beings. All of us.” Will Tuttle, The World Peace Diet, p. 293.
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Contents
Internationalism Newsletter #1
J. William Fulbright
Conference Call for Papers on Fulbright and
Internationalism
Randall Woods on Fulbright and
Internationalism
EDUCATION
Rossatto, Teaching for
Global Community, Paulo Freire’s Critical Pedagogy
Silova
and Hobson, Globalizing Minds
Mullens
and Cuper, Internationalizing Campuses and Fostering Global Citizenship
Gerstl-Pepin
and Aiken, Global Social Justice Leadership
Phillion,
Sharma, Sasser, Rahatzad: International
Teacher Education in Social Justice
Leung,
Richards, Lassonde: International
Literacy Research
ACTION:
GLOBAL, LOCAL, GLOBAL
Citizens for Global
Solutions.org
Falk and Strauss, Global Parliament, Report by Mona Lee
Mona Lee, Alien Child Novel
for Global Unity
Sam Totten, Educator, Genocide Scholar, Activist in Africa (Sudan
ALL FOR PAPERS--J. WILLIAM FULBRIGHT IN INTERNATIONAL
PERSPECTIVE: LIBERAL INTERNATIONALISM AND US
Sunday, June 15, 2014
·
-
·
Call
for Papers
J.
William Fulbright in International Perspective: Liberal Internationalism and U.S.
A Conference organized by
Call for Papers:
J. William Fulbright in International Perspective:
Liberal Internationalism andU.S.
Liberal Internationalism and
April 17-18, 2015
Senator William J. Fulbright is without doubt
one of the titans of U.S. Arkansas
for thirty years (1944-74) and left a singular imprint on U.S. U.S.
The two-day conference is built around two
central themes, which partly overlap but also contrast with each other in
important ways. Firstly, we want to consider the Fulbright Program itself as
the embodiment of the Senator’s aim to both contribute to the fostering of a
global intellectual elite centered on the United
States , as well as internationalize U.S.
Secondly, the conference will focus on
Fulbright’s contributions toward liberal internationalism in the twentieth
century. From his early legal work in international law to his later career on
the global stage, the Arkansas Senator is a political paradigm for a certain
kind of U.S. U.S. America ’s
global policies, and for the perceptions others have of the U.S.
Proposals are welcome that address, as
individual papers (no group panels) the following: any aspect of Fulbright’s
philosophy, its effects on other nations’ foreign policy conduct or style of
internationalism, the embodiments and contradictions of Fulbright’s approach to
the internationalism of his day, particular southern variants of mid-century
internationalism, racial, class, and gender aspects of liberal internationalism
or the Fulbright exchange program, and the tensions between provincialism and
cosmopolitanism inherent in Fulbright’s career.
The conference, sponsored by the Diane D.
Blair Center of Southern Politics and Society, will be part of its
distinguished Blair-Rockefeller Legacy Series. The event “J. William
Fulbright in International Perspective” will be the sixth in the Series, which
was inaugurated in 2001 with an analysis of the Clinton Administration, and has
most recently included an examination of the legacy of George W. Bush's foreign
policy. The Center will provide substantial coverage of travel and lodging
costs. For more information about the Blair Center
Please send a 400 word abstract, together with
a short CV (4 pp. max.), to fulbrightlegacy@gmail.com by 15
June 2014.
The convenors expect to publish a selection of
revised papers as chapters in an ensuing volume.
Organizing Committee:
Alessandro Brogi,University of Arkansas
Giles Scott-Smith,Roosevelt Study Center
and University of
Leiden
David J. Sn
Alessandro Brogi,
Giles Scott-Smith,
David J. Sn
Fulbright Internationalism
Randall Bennett Woods
Annals of the American Academy
Vol. 491, The Fulbright Experience and Academic Exchanges (May, 1987), pp. 22-35
Published by: Sage Publications, Inc.
Preview
Vol. 491, The Fulbright Experience and Academic Exchanges (May, 1987), pp. 22-35
Published by: Sage Publications, Inc.
Preview
Annals of the American Academy
Abstract:
In 1946 Senator J. William Fulbright introduced and guided through
Congress legislation establishing an international exchange program in
education. The Fulbright program, which has produced the largest migration of
students and scholars in modern history, was the result first of the senator's
personal experience. His goal was to make available to thousands the enlightening
experience of foreign study and travel he had enjoyed as a Rhodes scholar. The
exchange legislation was also an integral part of the internationalist movement
that swept America America
Teaching
for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor by: César Augusto
Rossatto, The University of Texas at El Paso . Information Age Publishing, 2011
- eBook
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Education
has long been viewed as a vehicle for building community. However, the critical
role of education and schools for constructing community resistance is
undermined by recent trends toward the centralization of educational
policy-making (e.g. racial profiling new laws in the US—Arizona and Texas; No
Child Left Behind and global racism), the normalization of “globalization” as a
vehicle for the advancement of economic neo-liberalism and social hegemony, and
the commodification of schooling in the service of corporate capitalism.
Alternative visions of schooling are urgently needed to transform these
dangerous trends so as to reconstruct public education as an emancipatory
social project.
Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and re-examine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire’s work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and re-evaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neo-marxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice.
CONTENTSTeaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and re-examine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire’s work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and re-evaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neo-marxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice.
Preface : Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor. PART I: NEOMARXIST PERSPECTIVES ON EDUCATION AND CULTURE. Studying Youth Cultures: Some Reflections, Douglas Foley. What About the Children?: Benjamin and Arendt: On Education, Work, and the Political. Jules Simon. Around Ideological- Discursive Mechanicals of Social Consent and Power, Miguel de la Torre Gamboa. Education for Emancipation Education for Emancipation: An Analysis of Gramscian Formative Educational Theory, Benjamin Thomas Osborne. PART II: TRANSNATIONAL STUDIES AND BORDER PEDAGOGIES. The Ruminations of a Neighbor: Mexican Educators and Their Teaching of Current
Fostering Global Citizenship
Through Faculty-Led International Programs
Jo Beth Mullens, Keene State
Pru Cuper, Keene State
Information Age Publishers, 2012. Paperback 978-1-61735-831-9 $45.99.
Hardcover 978-1-61735-832-6 $85.99. eBook 978-1-61735-833-3 $50
With awareness of both the opportunities and challenges presented
by globalization, there is a growing trend among colleges and universities
across the country to commit goals and resources to the concept of
internationalizing their campuses. This can occur in a number of different ways
but a common thread involves exploring the concept of global citizenship and
finding ways to embed this concept in undergraduate curricula. For faculty,
this may call for moving
out of a presumed comfort zone in the traditional classroom and
determining new approaches to teaching a generation of students who will live
and work in a more global context. A method for accomplishing this work that is
growing in popularity involves offering short-term, faculty-led field courses
to international settings. In fact, today more college students are
participating in such short-term study abroad opportunities than the more
traditional semester and/or yearlong programs.
Faculty and administrators who want to capitalize on short-term,
study abroad programs as a means for internationalizing their campuses need
practical resources to help them realize this challenging but important goal.
They not only need support in developing the course curricula and logistics,
but also in constructing authentic means for assessing the multi-faceted
learning that occurs. Short-term international programs, when carefully planned
and executed,
engage the participants (both students and faculty) in unique
learning experiences that can involve service, research, and critical analysis
of what it truly means to be a global citizen. Such work helps define the
somewhat nebulous but worthy goals of internationalizing campuses and fostering
global citizenship.
The authors of this text are professional educators with deep
experience in global education and curriculum development. They offer a
valuable resource for the development, execution and assessment of faculty-led
international field courses that is at once theoretical, practical and motivational.
Whether readers are considering offering an international field program for the
first time and need guidance; are veteran field course leaders who would like
to take their work to
the next level; or are administrators attempting to encourage and
provide needed support for faculty-led international programs, this book will
prove invaluable.
Social Justice Leadership for a
Global World
Cynthia
Gerstl-Pepin, University
of Vermont
Judith A.
Aiken, University
of Vermont
A volume in the series Educational
Leadership for Social Justice
Information
Age Publishers, 2012. Paperback
978-1-61735-924-8 $45.99. Hardcover 978-1-61735-925-5 $85.99. eBook
978-1-61735-926-2 $50
The global economic meltdown
has highlighted the interconnectedness
of nations. This book seeks to provide an overview of topics, issues, and
best practices
related to defining social
justice leadership given our increasingly global world. Refugees and immigrants from around the globe now inhabit schools
and
institutions of higher education
across the nation and US students, teachers, and leaders are traversing
international boarders both physically and virtually
through international collaboration, technology, and exchange programs.
Although there have been increased efforts and scholarship in support of
diversity
and multicultural awareness,
these efforts have largely focused on the US
typically incorporate US
perspectives or a single-culture description of effective leadership. This book
provides a deeper understanding of diverse and
multicultural perspectives
as they relate to a world that is becoming increasingly interconnected
economically, socially, and culturally. Particular attention is
paid to providing specific
strategies for social justice leaders working in PK-12 and/or higher education,
and leadership preparation programs to promote
effective leadership that
reflects multicultural understanding of the diversity both within and outside
the US
internationalization offers
new insights and ideas about leadership aims, processes, and competencies as a
means for addressing equity concerns.
Internationalizing
Teacher Education for Social Justice
Theory, Research, and
Practice [K-12]
JoAnn Phillion, Purdue
University
Suniti Sharma, Saint
Joseph
Hannah L. Sasser, Purdue University
Jubin Rahatzad, Purdue
University
A
volume in the series Research for Social Justice: Personal~Passionate~Participatory
Information
Age Publishers, 2014. Paperback 9781623966041 $45.99. Hardcover
9781623966058 $85.99. eBook 9781623966065 $50
In
Internationalizing Teacher Education for Social Justice: Theory, Research, and
Practice, editors Suniti Sharma, JoAnn Phillion, Jubin Rahatzad, and
Hannah
L. Sasser present a collection of personal, passionate, and participatory
global perspectives of teacher educators on internationalizing teacher
education
for social justice. The reader will encounter each author’s personal and
professional journey into global classrooms for internationalizing teacher
education
and supporting future teachers in developing competencies necessary for
addressing the academic needs of diverse K-12 classrooms. This collection
provides
a broad, critical, and interpretive overview of shifts in U.S.
K-12 teachers to meet the complex
demands for skills in the twenty-first century. The global tenor of
this book, framed by theory, research, and practice
spanning
several countries provides a timely contribution to internationalizing teacher
education for social justice in the twenty-first century. The authors’
dedication
to preparing teachers who have knowledge of world cultures and global issues,
combined with a deep commitment to social justice for promoting
equity
in education, informs each chapter. The authors take up the
internationalization of teacher education for social justice as both an
opportunity and a
challenge,
transcending rhetoric to meaningful action, situating their global
understanding to inform readers of critical engagement with, and examination
of,
theory,
research, and practice for effecting social and educational change.
Globalizing Minds
Rhetoric And Realities
In International Schools
Iveta Silova, College of Education ,
Lehigh University
Daphne P. Hobson, Global Teaching Consultants, LLC
Information Age Publishers, 2014. Paperback
9781623965860 $45.99. Hardcover 9781623965877 $85.99. eBook 9781623965884 $50
Globalization
has a profound effect on the mission and goals of education worldwide. One of
its most visible manifestations is the worldwide endorsement of the idea of “education for global citizenship,”
which has been enthusiastically supported by national governments, politicians,
and policy-makers across different nations. Increasingly, the educational
institutions feel under pressure to respond to globalization forces by
preparing students to engage competitively and successfully with this new
realm, lest their nations be left in the dust. What is the role of
international schools in implementing the idea of “education for global
citizenship”? How do these schools create a culturally unbiased global
curriculum when the adopted models have been developed by Western societies and
at the very least are replete with (Western) cultural values, traditions, and
biases?
International
Collaborations in Literacy Research and Practice
Cynthia B. Leung, University of South Florida St. Petersburg
Janet C. Richards, University
of South Florida
Cynthia A. Lassonde, SUNY College
A
volume in the series Literacy, Language and Learning
Information
Age Publishers, 2014.
Paperback 9781623965655 $45.99. Hardcover 9781623965662 $85.99. eBook
9781623965679 $50
Literacy
researchers and educators are currently involved in exciting international
literacy projects. However, many in the field are not aware of these
initiatives.
In compiling this edited volume, our intent is to provide a resource book for
university instructors and research faculty with examples of
international
literacy projects and what was learned from the projects. Chapter contributors
offer stories of real people who collaborate across nations to
exchange
ideas, promote literacy development, and increase global understandings. The
literacy initiatives presented in this book show how literacy
colleagues
have provided opportunities for students and educators of different countries
to communicate in meaningful ways. Through international literacy
projects
and research, participants work to forge relationships based on mutual respect,
despite their differing cultures and languages. They see their work as
based
on the mutual connectedness to the human community.
Rebecca L. Oxford,
A volume in the series Peace Education
2014. Paperback 9781623965051 $45.99. Hardcover 9781623965068 $85.99. eBook 9781623965075 $50
Understanding Peace Cultures is exceptionally practical as well as theoretically grounded. As Elise Boulding tells us, culture consists of the shared values, ideas, practices, and artifacts of a group united by a common history. Rebecca Oxford explains that peace cultures are cultures, large or small, which foster any of the dimensions of peace – inner, interpersonal, intergroup, international, intercultural, or ecological – and thus help transform the world. As in her earlier book, The Language of Peace: Communicating to Create Harmony,
Excellent educators help build peace cultures. In this book, Shelley Wong and Rachel Grant reveal how highly diverse public school classrooms serve as peace cultures, using activities and themes founded on womanist and critical race theories. Yingji Wang portrays a peace culture in a university classroom. Rui Ma’s model reaches out interculturally to Abraham’s children: Jewish, Christian, and Muslim youth, who share an ancient heritage. Children’s literature (Rebecca Oxford et al.) and students’ own writing (Tina Wei) spread cultures of peace.
Deep traditions, such as African performance art, Buddhism, Daoism, Confucianism and Islam, give rise to peace cultures, as shown here by John Grayzel, Sister Jewel (a colleague of Thich Nhat Hanh), Yingji Wang et al., and Dian Marissa et al. Peace cultures also emerge in completely unexpected venues, such as gangsta rap, unveiled by Charles Blake et al., and a prison where inmates learn Lois Liggett’s “spiritual semantics.” Finally, the book includes perspectives from
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FROM LOCAL SEATTLE
Nuclear
Weapons and the Law by Mona Lee. Ground Zero (July 2013).
Bert Sachs and I were arrested at the Bangor
no cars coming, but after
that it would be all right to step into the street. So for more than 74 years I
have been unknowingly breaking the law.
Knowingly or unknowingly laws are being broken all the time. In fact,
Ground Zero exists because we realize the need of
citizens to protest our
national government’s law-breaking behavior on our behalf. As international law professor Richard Falk
testified at the trial of protestors who sat on railroad tracks to block a
shipment of nuclear weapons into Bangor in 1985,
nuclear weapons are against the Geneva
Some people think it laughable to expect
that a big global
bully like the United States US
sidewalks onto streets. In
fact, the reason disaffected states like North
Korea and Iran
not know that he and his
protégé, Dr. Andrew Strauss of
Weidener University Law School, understood why international law is so
ineffective and would soon suggest a way to improve the international system
and make its laws more enforceable. They would propose establishing an entirely new international parliament
directly elected by the people.
According to Falk and Strauss, one reason
international laws are not followed is because there is no connection between
the people and the international governing bodies. The UN General Assembly
represents governments, not people. The international legal system is akin to
that of the United States
no direct relationship between
the people and the government. That’s why they wrote into the new constitution
a congress directly elected by the people.
I met Dr. Andrew Strauss at the Hague
Appeal for Peace in 1999. I was there promoting my novel, Alien Child, which visions toward forming a democratic global
government. Andy was there promoting his unique idea of a how a global
parliament could be started by as few as 20 or 30 countries signing onto a
treaty. In those days global
civil society, a vast
network of nongovernmental organizations, was very strong and getting better
organized. Following the Hague Conference, global civil society gathered at the
Rio De Junero Summits, the Johannesburg World Summit, the Seattle
World Trade Organization
protests, World Social Forums in Puerto Allegre ,
Brazil and Mumbai , India
It was Richard and Andy’s notion that the
conception of a civil society and popularly elected world parliament would not
need the United States United States
among the first to join the
global parliament. But more than representing interests of nation states, the
parliament might become effective in solving regional cross-border disputes.
Eventually over a period of time, perhaps decades, the parliament might become
a focus of solving international and regional problems peacefully rather than
by force.
Richard and Andy point out that, “The mere
establishment of a global parliament would be a welcome step giving hope in a
dark time. Taking such a step would signal the emergence of a democratic and
peace-oriented In a global democratic parliament, delegates would not represent
states as they do in the United Nations, but rather
the citizenry directly. Thus
shifting transnational coalitions seeking the peaceful resolution of international
disputes might be able to discourage political leaders and their publics from a
reliance on armed conflict and in time this might slowly lead to the withering
away of war as a social institution. Likewise, the Global Peoples’ Assembly
would offer disaffected citizens constructive alternatives to terrorism and
other forms of political violence.”
Admittedly, these are very high hopes. But
they are what encouraged my husband, Dick Burkhart, and me to “Bike for Global
Democracy.” Beginning in 2004, over the
next few years we rode our
tandem bicycle for thousands of miles in the United
States , Canada ,
India , Brazil , and Europe ,
talking to people, passing out leaflets, then joining
Andy to give workshops at
the World Social Forums and other global civil society gatherings. But with the
wars in Iraq and Afghanistan
deflated, and we began to
focus on other concerns.
However, last month Bernie Meyers
referenced an article in the online newspaper Truthout that got my attention.
The article stated, “A quiet revolution took place in Oslo
These initiatives illustrate civil society,
the neighbors of Mother Earth, functioning somewhat in a way that a global
parliament would, getting together and looking for a
way around the bully
nuclear-armed states and proposing to outlaw their behavior. Even though the Oslo
represent the people in a
far more direct way than does the United Nations. My hope is that a treaty thus
evolved would have a strong moral imperative and function as more
effective and binding
international law.
Admittedly high hopes. Mona Lee is an activist, an author, and an
avid cyclist. She lives in Seattle
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Alien Child [Paperback]
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May 12, 1999
Wella de Gornia arrives in the San Juan
Islands from a planet where the people have no word for
"war." Wella's daughter, Dana, who inherits her psychic abilities and
works with Lucinda Watson, the strong Black leader of an international peace
movement, to promote world unity.
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Samuel Totten
[The last I
heard from Prof. Totten a few days ago he was in the capital of South Sudan
trying to gain access to the Nuba Mountains in southern Sudan
From
Wikipedia, the free encyclopedia
 |
Samuel Totten is
a genocide scholar, Professor of the University of Arkansas, Fayetteville,[1] a Member of the Council of the Institute on the Holocaust and
Genocide, Jerusalem.
Biography[edit]
Samuel Totten earned a master's degree and a doctoral
degree at Teachers College, Columbia University.[2]
In 2004, he served as an investigator on the U.S. State Department's Darfur Atrocities Documentation Project.
In 2005 he became one of the chief co-editors of Genocide Studies and Prevention: An
International Journal, the official journal of the International Association of Genocide
Scholars (IAGS).[3]
In 2008 He served as a Fulbright Scholar at the Centre
for Conflict Management, National University of Rwanda.
Between 2004 and 2011, he conducted research along the
Chad/Darfur, Sudan border
into the genocide perpetrated by the Government of Sudan in Darfur .
Between 2010 and today he has conducted research into the genocidal actions of
the Government of Sudan in the Nuba Mountains in the late 1980s to mid 1990s,
and the crimes against humanity being perpetrated today (July 2011-ongoing
through at least June 2012)
During the 2009-2010 academic year Totten served as the
Ida King Distinguished Visiting Professor of Holocaust and Education at the Richard stockton
College of New Jersey
In 2011, Totten was honored by Teachers College, Columbia University
In December 2012-January 2013, Totten traveled throughout
the war torn Nuba Mountains as he conducted research into both the genocide by
attrition experienced by the people of the Nuba Mountains in the 1990s and the
ongoing crisis today (June 2011-present). While there, Government of Sudan
Antonov bombers dropped 55 bombs on civilian areas, resulting in deaths and
grievous injuries.
Publications[edit]
·
Totten, Samuel, and
Parsons, William S. (Eds.) (2012). Centuries of Genocide: Critical Essays and
Eyewitness Testimony. Fourth Edition. New
York
·
Totten, Samuel (2012).
Genocide by Attrition: The Nuba Mountains in the Sudan New Brunswick , NJ
·
Totten, Samuel, and
Ubaldo, Rafiki (2011). We Cannot Forget: Interviews with Survivors of the
Genocide in Rwanda New Brunswick , NJ :
Rutgers University
·
Totten, Samuel (2010). An
Oral and Documentary History of the Darfur
Genocide. Santa Barbara , CA
·
Totten, S. and Parsons,
William (Eds.) (2009). Century of Genocide: Critical Essays and Eyewitness
Testimony. Third Edition. New York
·
Totten, S. &
Markusen, E. (Eds.) (2006). Genocide in Darfur: Investigating Atrocities in the
Sudan New York
·
Totten S. (2006). The
Prevention and Intervention of Genocide: An Annotated Bibliography. New York
·
Totten, S. (Ed.) (2005).
Genocide at the Millennium. New
Brunswick , NJ
·
Totten, S., Parsons,
W.S., & Charny, I.W. (Eds.) (2004). Century of Genocide: Critical Essays
and Eyewitness Testimony. Second Edition. New York
·
Totten, S. (Ed.) (2004).
Teaching About Genocide. Greenwich ,
CT
·
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References[edit]
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