John K. Roth

Who Should Teach and Learn

Who teaches determines what is taught about rape in war and genocide. What, then, qualifies one to teach about this subject? In addition, what considerations about students—their age or background, for instance—are imperative before, during, and after teaching them about rape in war and genocide? How, moreover, may the teacher’s and the student’s gender and experiences affect and problematize teaching and learning about the topic? This chapter shows that the gender of teachers and students matters significantly in thinking about who should teach and learn, but the need remains for both men and women to be in the roles of teacher and learner.

Conclusion: Time Will Tell

Teaching and learning about rape in war and genocide are taking place here and there, but that work needs to be expanded, deepened, and extended. Rape in war and genocide should have no more victories. Nor should the humiliation, shame, impunity, paralysis, and indifference that compound the desolation produced by those atrocities. Resistance against every kind of sexualized violence and compassion for the victims of such assaults remain imperative. Time will tell how this book contributes to advancing those aims, but there should be no doubt that sound education about rape in war and genocide is indispensable to support them.

How Should One Teach

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.

Introduction: Tackling Overlooked Issues

How to teach about rape in war and genocide? This edited volume explores that crucial question. Its authors are teacher-scholars and human rights practitioners who address the five questions that title the chapters of this book: Why teach about rape in war and genocide? Who should teach and learn? What needs to be taught? How should one teach? When and where should teaching take place? Packed with tips for teaching and discussion, the book shares research and pedagogical experience in ways that make the volume useful not only as a guide to teaching but also as a source that advances understanding about, and resistance against, a major atrocity that continues to afflict human flourishing.

Teaching about Rape in War and Genocide

How to teach about rape in war and genocide? This edited volume draws on the expertise of scholars and human rights practitioners to explore that crucial question. Across the chapters its authors address five questions: Why teach about rape in war and genocide? Who should teach and learn? What needs to be taught? How should one teach? Where and when should teaching take place? Offering guidance for teaching and discussion, this study combines research and pedagogical experience to make the volume useful not only as a pedagogical guide but also as a source that advances understanding about, and resistance against, a major atrocity that besieges human flourishing.