LEADER 03617cam a2200373Ia 4500001 66197 005 20240621172219.0 008 011019s2000 xx rb 000 0 eng d 035 (OCoLC)ocm48181447 035 66197 049 LHMA 040 LHM |beng |erda |cLHM 090 LB2806.15 |b.V37 2000 100 1 Vartanian, Nicole Elise. 245 10 When history hurts : |ban analysis of the influences upon the teaching of genocide in U.S. public schools / |cby Nicole Elise Vartanian. 264 1 [Place of publication not identified] : |b[publisher not identified], |c2000. 300 144 pages 336 text |btxt |2rdacontent 337 unmediated |bn |2rdamedia 338 volume |bnc |2rdacarrier 502 Thesis (Ph. D.)--Columbia University, 2000. 504 Includes bibliographical references (pages 137-144). 520 This paper is a multi-faceted exploration of the issues facing, and influences upon, teaching the topic of genocide in U.S. public schools. Just as genocide is a phenomenon that does not arise in isolation-devoid of historical, social, and political influences-the obstacles to teaching about genocide must be considered in their full context, as well. As such, this paper addresses the following questions: Why should schools teach about genocide? How does controversial information become suppressed? What happens in a state where curriculum is developed and legislative measures are taken to teach the topic? What are the implications of having a foreign power exert influence over these processes? In order to explore these issues, I initially lay out a rationale for the teaching of the topic of genocide, which in itself is a politically-and therefore pedagogically-controversial subject of study. From there, I offer a literature review of the sociology of knowledge, using readings that address issues of the marginalization of information via power and pedagogy. I then examine historical, social, and pedagogical issues involved in the "non-teaching" of genocide. This leads into a political analysis, specifically of the effect of genocide denial and the influence of the Turkish government's efforts to suppress acknowledgment and study of the Armenian Genocide. As an important case of this denial and influence, I outline the process of developing genocide curriculum and a mandate to teach the topic within the state of New Jersey. Finally, I address the implications of those influences upon the pursuit of knowledge in the context of U.S. schools. While noting points of progress that have been made with regard to the teaching of this topic, I propose that the study of genocide-and ultimately history-is compromised by denial and suppression of information. I argue for the mainstreamed inclusion of this history in social studies textbooks, as a means of both circumventing revisionist efforts as well as institutionalizing mandates that are enacted. 530 Electronic version(s) |bavailable internally at USHMM. 533 Photocopy. |bAnn Arbor, Mich. : |cUMI Dissertation Services, |d2001. |e23 cm. 590 Dissertations and Theses 591 Record updated by Marcive processing 21 June 2024 650 0 Curriculum planning |zUnited States. 650 0 Genocide |xStudy and teaching |zUnited States. 856 41 |uhttp://proquest.umi.com/pqdweb?did=732092191&sid=106&Fmt=6&clientId=54617&RQT=309&VName=PQD |zElectronic version from ProQuest 956 41 |u http://dc.ushmm.org/library/bib66197/9976767.pdf |z Hosted by USHMM. 852 0 |bstacks |hLB2806.15 |i.V37 2000 852 |bwww 852 |bebook