Genocide in the Classroom: How transitional societies are affected by the quality of genocide education
Date of Completion
Curriculum and Social Inquiry | International and Comparative Education | International Relations | Peace and Conflict Studies
Recognized as a legal term since 1944, genocides have been an unfortunate occurrence since the beginning of world history. However, many countries have failed to properly educate students about genocides that have taken place in their own countries by either not providing accurate or consistent information about what took place or denying the genocide outright. Additionally, in many countries, relations between formerly warring ethnic groups have not improved, despite the often large amount of time that has passed since the end of the genocide. This study examines how history education, both accurate and inaccurate, has affected the current social situation of formerly persecuted minority groups in Germany, Turkey, and Bosnia-Herzegovina, though an analysis of literature, reports from international organizations, and interviews with students from those countries. An analysis of this information show a strong correlation between incomplete or inaccurate education about the respective genocide and the negative impact it has on current interethnic relations by not teaching children tolerance, honesty, and acceptance from a young age.
Oppenheimer, Leah, "Genocide in the Classroom: How transitional societies are affected by the quality of genocide education" (2012). Honors Scholar Theses. 240.