Cambodian Genocide: Home

How do educators use a variety of forms of representation to teach the complexities of genocide? What were the experiences of student-participants and participant-educators engaged in this curriculum? What types of meaning can be gleaned about genocide education by employing a variety of forms of representation? What meanings can students demonstrate about genocide by using a variety of forms of representation?

Inflammatory hate speech catalyzes mass killings including genocide, according to scholars, survivors and, notably, some former perpetrators. By teaching people to view other human beings as less than human, and as mortal threats, thought leaders can make atrocities seem acceptable – and even necessary, as a form of collective self defense.

This paper draws together the authors’ independent past work on dangerous speech and the ideological dynamics of mass atrocities by offering a new integrated model to help identify the sorts of speech and ideology that raise the risk of atrocities and genocides

This part of the exhibit explores the theme of mass media, in particular, print, radio and film.Because media is so diverse, it is impossible to generalize its impact, its role or its intent. However, the people behind the media (journalists, publishers and editors, photographers, documentary filmmakers, etc.) always interact with power.

Today, more than 30 states mandate the teaching of the Holocaust; however, far less attention is given in schools to other 20th-century instances of genocide.

Despite the long history and enormity of the subject, the number of courses on comparative genocide remains small. It is our belief that educating about genocide not only enhances causal explanation and understanding but will help to create individuals I societies committed to detect and prevent future genocidal atrocities.

How do educators use a variety of forms of representation to teach the complexities of genocide? What were the experiences of student-participants and participant-educators engaged in this curriculum? What types of meaning can be gleaned about genocide education by employing a variety of forms of representation? What meanings can students demonstrate about genocide by using a variety of forms of representation?

This essay will discuss the research being conducted on Khmer Rouge-era human skeletal remains in Cambodia, and the implications of this work. This exceptional undertaking was the first complete scientific analysis of human remains from a Cambodian mass gravesite.

This paper outlines the few forensic investigations which have been undertaken on the remains of the deceased from this period in Cambodia's history. The current status of the legal proceedings and the current death investigation system in Cambodia are also presented. There is a wealth of objective forensic information that can be gathered from analyzing the remains that have been disturbed and placed in monuments (stupas), and also in the undisturbed graves across the country.