How Should One Teach?: Silence and Denial

John K. Roth; Elisa von Joeden-Forgey; Alex Alvarez; Maria Eriksson Baaz; Maria Stern; Andrea Peto; Paul R. Bartrop; Robert Skloot

doi:10.1007/978-1-137-49916-5_5

How Should One Teach? Silence and Denial

John K. Roth^*, Elisa von Joeden-Forgey, Alex Alvarez, Maria Eriksson Baaz, Maria Stern, Andrea Peto, Paul R. Bartrop, Robert Skloot

^*Corresponding author for this work

Department of Gender Studies

Research output: Contribution to Book/Report types › Chapter › peer-review

Abstract (may include machine translation)

Teaching about rape in war and genocide does not fit neatly within the conventional disciplinary boundaries that typically govern curricula and teacher training. The challenge, then, is how to teach in ways that take advantage of disciplinary expertise while still understanding that every disciplinary approach has shortcomings and none will be sufficient alone. This chapter illustrates how particular perspectives and disciplinary orientations enhance good teaching and sound learning about rape in war and genocide. It also shows how interdisciplinary approaches are necessary for that outcome. In addition, the chapter underscores that the teacher's individual identity and teaching style will greatly affect the impact on students.

Original language	English
Title of host publication	Teaching About Rape in War and Genocide
Editors	Carol Rittner, John K. Roth
Publisher	Palgrave Macmillan
Pages	64-84
Number of pages	21
ISBN (Electronic)	9781137499165
ISBN (Print)	9781137499158
DOIs	https://doi.org/10.1007/978-1-137-49916-5_5
State	Published - 1 Jan 2016

Keywords

Data
Documents
Film
Interdisciplinary study
Stories
Testimonies

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-1-137-49916-5_5

Cite this

@inbook{a2effcc55fb740a1b5ba7dcc82c4f4ec,

title = "How Should One Teach?: Silence and Denial",

abstract = "Teaching about rape in war and genocide does not fit neatly within the conventional disciplinary boundaries that typically govern curricula and teacher training. The challenge, then, is how to teach in ways that take advantage of disciplinary expertise while still understanding that every disciplinary approach has shortcomings and none will be sufficient alone. This chapter illustrates how particular perspectives and disciplinary orientations enhance good teaching and sound learning about rape in war and genocide. It also shows how interdisciplinary approaches are necessary for that outcome. In addition, the chapter underscores that the teacher's individual identity and teaching style will greatly affect the impact on students.",

keywords = "Data, Documents, Film, Interdisciplinary study, Stories, Testimonies",

author = "Roth, {John K.} and {von Joeden-Forgey}, Elisa and Alex Alvarez and Baaz, {Maria Eriksson} and Maria Stern and Andrea Peto and Bartrop, {Paul R.} and Robert Skloot",

year = "2016",

month = jan,

day = "1",

doi = "10.1007/978-1-137-49916-5_5",

language = "English",

isbn = "9781137499158",

pages = "64--84",

editor = "Carol Rittner and Roth, {John K.}",

booktitle = "Teaching About Rape in War and Genocide",

publisher = "Palgrave Macmillan",

}

TY - CHAP

T1 - How Should One Teach?

T2 - Silence and Denial

AU - Roth, John K.

AU - von Joeden-Forgey, Elisa

AU - Alvarez, Alex

AU - Baaz, Maria Eriksson

AU - Stern, Maria

AU - Peto, Andrea

AU - Bartrop, Paul R.

AU - Skloot, Robert

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Teaching about rape in war and genocide does not fit neatly within the conventional disciplinary boundaries that typically govern curricula and teacher training. The challenge, then, is how to teach in ways that take advantage of disciplinary expertise while still understanding that every disciplinary approach has shortcomings and none will be sufficient alone. This chapter illustrates how particular perspectives and disciplinary orientations enhance good teaching and sound learning about rape in war and genocide. It also shows how interdisciplinary approaches are necessary for that outcome. In addition, the chapter underscores that the teacher's individual identity and teaching style will greatly affect the impact on students.

AB - Teaching about rape in war and genocide does not fit neatly within the conventional disciplinary boundaries that typically govern curricula and teacher training. The challenge, then, is how to teach in ways that take advantage of disciplinary expertise while still understanding that every disciplinary approach has shortcomings and none will be sufficient alone. This chapter illustrates how particular perspectives and disciplinary orientations enhance good teaching and sound learning about rape in war and genocide. It also shows how interdisciplinary approaches are necessary for that outcome. In addition, the chapter underscores that the teacher's individual identity and teaching style will greatly affect the impact on students.

KW - Data

KW - Documents

KW - Film

KW - Interdisciplinary study

KW - Stories

KW - Testimonies

UR - http://www.scopus.com/inward/record.url?scp=85029881287&partnerID=8YFLogxK

U2 - 10.1007/978-1-137-49916-5_5

DO - 10.1007/978-1-137-49916-5_5

M3 - Chapter

AN - SCOPUS:85029881287

SN - 9781137499158

SP - 64

EP - 84

BT - Teaching About Rape in War and Genocide

A2 - Rittner, Carol

A2 - Roth, John K.

PB - Palgrave Macmillan

ER -