Abstract
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.
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Notes
Jennifer Freyd, The UO Sexual Violence and Institutional Behavior Campus Survey (Eugene, OR: University of Oregon, 2014), preliminary and updated results at http://dynamic.uoregon.edu/jjf/campus/.
See, for example, Joshua S. Goldstein, War and Gender: How Gender Shapes the War System and Vice Versa ( Cambridge, UK: Cambridge University Press, 2001 );
Janie L. Leatherman, Sexual Violence and Armed Conflict ( Cambridge, UK: Polity Press, 2011 );
Lois Ann Lorentzen and Jennifer Turpin, eds., The Women and War Reader ( New York: New York University Press, 1998 );
Alexandra Stiglmayer, ed., Mass Rape: The War against Women in Bosnia-Herzegovina ( Lincoln, NE: University of Nebraska Press, 1995 ).
On these points, see Saul Friedlander, Probing the Limits of Representation: Nazism and the “Final Solution” ( Cambridge, MA: Harvard University Press, 1992 ).
See, for example, Elizabeth Heineman, ed., Sexual Violence in Conflict Zones: From the Ancient World to the Era of Human Rights ( Philadelphia, PA: University of Pennsylvania Press, 2011 )
Maria Eriksson Baaz and Maria Stern, Sexual Violence as a Weapon of War? Perceptions, Prescriptions, Problems in the Congo and Beyond ( London: Zed Books, 2013 ).
See bell hooks, Teaching to Transgress: Education as the Practice of Freedom ( New York: Routledge, 1994 ).
Gerda Lerner, The Creation of Patriarchy ( Oxford: Oxford University Press, 1986 ), 238–39.
Robert Jensen, “Rape, Rape Culture and Patriarchy,” in the Ms. Magazine blog, April 29, 2014. The article is accessible at: http://msmagazine.com/blog/2014/04/29/rape-rape-culture-and-patriarchy/.
Henry Giroux, “What Might Education Mean after Abu Ghraib: Revisiting Adorno’s Politics of Education,” Comparative Studies of South Asia, Africa and the Middle East 24, no. 1 (2004): 11.
See, for example, Robert Skloot, ed., The Theatre of Genocide: Four Plays about Mass Murder in Rwanda, Bosnia, Cambodia, and Armenia ( Madison, WI: University of Wisconsin Press, 2008 ).
Elaine Scarry, The Body in Pain: The Making and Unmaking of the World ( Oxford: Oxford University Press, 1985 ), 6.
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© 2016 John K. Roth, Cheyney Ryan, Ernesto Verdeja, Roselyn Costantino, Ruth Seifert, and Robert Skloot
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Roth, J.K., Ryan, C., Verdeja, E., Costantino, R., Seifert, R., Skloot, R. (2016). Who Should Teach and Learn?. In: Rittner, C., Roth, J.K. (eds) Teaching about Rape in War and Genocide. Palgrave Pivot, London. https://doi.org/10.1007/978-1-137-49916-5_3
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DOI: https://doi.org/10.1007/978-1-137-49916-5_3
Publisher Name: Palgrave Pivot, London
Print ISBN: 978-1-349-69842-4
Online ISBN: 978-1-137-49916-5
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