School of Applied Social Sciences

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https://hdl.handle.net/2086/1215

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Browsing School of Applied Social Sciences by Research Institute "Institute for Responsible Business"

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    Antiracist Education: A Pedagogy for Social Change using a virtual Bosnian Genocide platform
    (Cardiff and Vale College, 2025-01-08) Sadique, K.
    This chapter considers mass atrocity crimes and specifically the crime of genocide and how we can apply the lessons from such crimes to build and deliver an anti-racist pedagogy that is activist-focused. Understanding the complex legal position of the crime of genocide and the events which demonstrate its manifestation, the settings in which genocide education occurs and the pedagogical models used to deliver such education is of paramount importance. Educators need to be equipped to address the demand on learners to move from a passive position of ‘Never Forget’ to work towards ‘Never Again’.
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    From Evidentiary Epistemologies to Empowered Solidarities – A Pedagogy for Social Change in Genocide Education
    (2024-12-03) Sadique, K.
    Encounters with ‘difficult knowledge’ (Britzman, 1998), that which is uncomfortable or unsettling, such as anti-racist, settler-colonial, or genocide education, have the potential for affective disempowerment of learners (Worsham, 2001) or can be the platform for encouraging radical action. Exploring educational experiences in memorial museums at sites of mass atrocities (Auschwitz-Birkenau State Museum and Srebrenica Memorial Centre) from the perspective of both educators and learners, this paper presents a Pedagogy for Social Change in Genocide Education (Sadique, 2024). The model addresses intergenerational learning from past injustices through education that promotes the building or maintaining of sustainable peace, and is delivered outside of the classroom (Bajaj, 2016). It argues that genocide education requires evidence, affectivity, memory formation, reflection and empowerment for learners to be moved from the less radical ‘Never Forget’ to a more action-oriented position (Zembylas, 2014). Further it proposes that learners need to try out the ‘skills’ of taking action to build confidence to stand with others in ‘empowered solidarity’, thereby working towards creating a more just society where ‘Never Again’ is a possibility.
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    Learning the Lessons: Education as Genocide Prevention
    (2024-12-09) Sadique, K.
    After the Holocaust we said ‘Never Again’ but with each subsequent genocide (Cambodia, Rwanda and Bosnia) we seem to have failed to learn any lessons. This paper therefore discusses what we have learned (to do genocide better), what lessons we could learn (and how) addressing the educative process itself. Focusing on the ‘Lessons from Srebrenica’ it considers the recently adopted UN Resolution on the International Day of Reflection and Commemoration of the 1995 Srebrenica Genocide and argues that a robust UN outreach programme and educational curricula should be developed using the model A Pedagogy for Social Change (Sadique, 2024) to support work towards the prevention of genocide and crimes against humanity.
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    ItemOpen Access