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Conceptualizing Mass Violence: Representations, Recollections, and Reinterpretations

Reading mass violence Contending terminologies The resurgence of genocide Reading mass killings Narratives Revisionism and reconstruction Education Reflections Trauma Memorialization Literature Dialogue and reconciliation Notes Narratives Violence and violations 1 : Betrayal narratives in atrocity accounts The unseen Narratives: retribution and resentment Ancestral memories: betrayal Note References Holocaust survivors in Mexico: Intersecting and conflicting narratives of open doors, welcoming society and personal hardships Mexico’s closed doors to Jewish refugees and survivors The narrative of open doors The testimonies Immigration and arrival Difficulties to arrive and settle Those who arrived: mixed emotions Conclusion Notes Historical narratives, the perpetuation of trauma, and the work of Vamık Volkan Large-group identity and historical narrative Large-group identity in times of stress Community loss and community mourning The “Tree Model” for bringing opposing groups together Postscript Notes Revisionism & reconstruction Holocaust, propaganda, and the distortion of history in the former Soviet space Prevalence of Soviet propaganda in the post-Soviet world The continuing legacy of the Molotov–Ribbentrop Pact Ukraine and the Holocaust Memorialization (of whom?) in Poland Other models of memory Conclusion Notes The Genocide of 1971 in Bangladesh: Lessons from history Recollecting the history of genocide in Bangladesh Constructed history of Bangladesh with gender bias Constructed history of Bangladesh with ethnic bias Constructed history of Bangladesh with political bias Conclusion: lessons from a re-constructed history of genocide Notes Holocaust denial and minimization in the Indian Urdu press Urdu press in India Note on methodology The Holocaust in the Urdu press Subtle denials of the Holocaust The context Conclusion Notes Education Holocaust education and remembrance in Australia: Moving from family and community remembrance to human rights education The Holocaust, universal messages, and human rights Australian background The Australian Jewish community and Holocaust memory The breaking of the silence Moving from the particular to the universal The place of the Holocaust in Australian State History Syllabi, Years 7–10 Different approaches to human rights education Conclusions and challenges References New developments in Holocaust and genocide education in South Africa The case study of the Johannesburg Holocaust & Genocide Centre Holocaust memory and education in South Africa Development of the new Johannesburg Holocaust & Genocide Centre Some of the challenges in Holocaust education in South Africa In conclusion Notes A case of naive normalization?: India’s misbeliefs about Hitler and schooling on the Holocaust A troubling legacy A contextualizing conundrum A foundational flaw Conclusion References Holocaust education in India and its challenges India’s refusal to be a member of Holocaust Remembrance Organizations Absence of Holocaust education in India Reluctance of the state to introduce Holocaust/Genocide Studies The challenges to raising Holocaust awareness: Holocaust denial and trivialization Overcoming the ignorance of history India’s response to the Holocaust Courses on the Holocaust taught in India Efforts and the way ahead Conclusion Notes Reflections Sonderkommando Photo 4 and the portrayal of the invisible 1 Overcoming “intimate hatreds”: Reflections on violence against Yezidis A brief note about Yezidism Yezidis under the Ottomans Yezidis under the Iraqi state The Rise of the Kurdish National Movement – 1960s–1970s Yezidis in the post-2003 order The August 2014 attacks Religious coexistence in perilous times?Notes References The state and its margins: Changing notions of marginality in Turkey Cosmopolitan Ottomanism Boundaries The emergence of a new margin Conclusions: In the aftermath of Gezi Notes Trauma Pinochet’s dictatorship and reflections on trauma in Chile: How much have we learned in terms of human rights?Thinking about trauma Trauma in Chile: the breakdown of individual lives and societal dynamics Transition to democracy: confronting traumatic memory Social uprising and uses of traumatic memory from the recent past References Memorialization “Grassroots” Holocaust museums: Revealing untold stories The establishment of Yad Vashem Fracturing the metanarrative and the creation of “grassroots” Holocaust museums Untold stories: forgotten communities Untold stories: unique experiences Holocaust museums and focused audiences Conclusion Notes Fabric, food, song: The quiet continuities in Bengali life 70 years after partition Contextualizing continuities in Bengali life Fabric Food Song Household help Seeing Kolkata partition museum project in a larger context Promotion of tolerance Can museums prevent mass violence?The Amritsar Partition Museum The Liberation War Museum, Dhaka Partition Film Fest, Kolkata, 16–19 August Notes Literature The failure of secular publics and the rise of the Jewish religious public in Nathan Englander’s: For the Relief of Unbearable Urges Dialogue and reconciliation The 2002 Alexandria Summit and its follow-up

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Reading mass violence
Navras J. Aafreedi and Priya Singh Contending terminologies By and large, there appears to be no consensus with respect to the vocabulary pertaining to the deliberate annihilation of a significant number of civilians. The most commonly used term to describe the same is "genocide”, which has...
(Conceptualizing Mass Violence: Representations, Recollections, and Reinterpretations)
Can museums prevent mass violence?
It may be pertinent to discuss here whether museums can play any role in the prevention of mass violence; and in case they don’t, whether they have the potential to play one. I believe museums do have the “potential'’ to play a role in the prevention of mass violence. That is, however, in the realm...
(Conceptualizing Mass Violence: Representations, Recollections, and Reinterpretations)
Empathic repair in the aftermath of mass violence and trauma: Is it possible to repair the past?
In the history of genocide and other forms of mass violence, the problem of transgenerational transmission of trauma has been the paradigm most studied in recent years. Shifting the lens to focus on research that explores strategies aimed at interrupting the cycles of intergenerational transmission of...
(History, Trauma and Shame: Engaging the Past through Second Generation Dialogue)
The Usual Response to Mass Shootings and Violence
Post-investigations of acts of violence that occur at schools and other locations in our society attempt to examine the violent act holistically. That is, investigations seek to determine what motivated the perpetrator (s) to commit the act of violence and, more importantly, to try to figure out why...
(Crime and Intelligence Analysis: An Integrated Real-Time Approach)
Representations for the Conceptualization Phase
The LD representations needed in this phase should have a maieutic function (Olimpo et al. 2010), i.e., they should facilitate reﬂection and generation of ideas and solutions. A strictly procedural approach and a rigorously formalized representation, in this phase, may turn out to be useless, and even...
(The Future of Ubiquitous Learning)
Violence in Representation
The United Nation defines violence against women as “any act of gender-based violence that results in, or is likely to result in physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty, whether occurring in public or in private...
(Feminist Cyberethics in Asia: Religious Discourses on Human Connectivity)
Urban Violence and the Politics of Representation in Recent Brazilian Film
Marta Peixoto To define force—it is that x that turns anybody who is subjected to it into a thing. Exercised to the limit, it turns man into a thing in the most literal sense: it makes a corpse out of him: somebody was here and the next minute there’s nobody here at all; this is a spectacle...
(Meanings of Violence in Contemporary Latin America)
Violence and Research Praxis: Conceptual Premises
One important point of departure in the perspective outlined here would be recognizing that violence takes many forms (cultural, symbolic, political, economic, social, ethnic, domestic, neocolonial, etc.). Until recently, at least in anthropology and related disciplines such as ethnomusicology,1 too...
(Meanings of Violence in Contemporary Latin America)
Conceptual Production of “Objective” Being—The Way of Representation
The new paradigm prepared for and introduced by Duns Scotus is one of representation. The theory of representation turns away from the imponderables of Being itself and its incomprehensibility in the Dionysian tradition toward “objective” being: this means intensional being, or being as an object...
(Dante’s Paradiso and the Theological Origins of Modern Thought: Toward a Speculative Philosophy of Self-Reflection)
Implementing political violence prevention: conceptual ambiguities and organizational turfs
As the last sections have shown, in conceiving a policy to prevent political violence from happening, many conceptual, normative, and operational choices have to be made. When we look at international organizations as well as their mandates and activities, we see that “conflict prevention” or “preventive...
(New Paths and Policies towards Conflict Prevention:Chinese and Swiss Perspectives)