Persecution And Genocide About The Delimitation Of Genocide And Persecution

Essay from the year 2015 in the subject Law - European and International Law, Intellectual Properties, grade: -, , language: English, abstract: Despite sharing historical roots, genocide and persecution are increasingly considered two separate crimes with divergent legal elements that represent two different social wrongdoings. Genocide is a crime aimed at the destruction of groups, characterized by intent to destroy the group, whereas persecution is an offense aimed at serious discrimination against individuals, characterized by the mass or systematic character of the killing. Therefore, this paper will tackle the question of moral difference between genocide and persecution and ask why genocide can still be considered the “crime of crimes” if, contrary to persecution, it does not even require a mass-scale attack or a high number of victims. The most convincing approach argues that genocide risks more ancillary harm due to the additional intent not only to harm current group members, but also to destroy the group itself. Genocide per se is not worse than persecution, but it is more likely to expand into massive devastation. This is the reason why even “small” genocides need to be prosecuted, punished and prevented by international law.

This volume foregrounds some of the unknown or lesser-known incidents of xenophobia and genocide from India, Bangladesh, Sri Lanka, South Africa, and Rwanda. It critically analyses the cultural and structural contexts triggering these various forms of genocides and xenophobia, and situates them within modern histories of violence and human tribulations. The book discusses various non-Western case studies, which include the communal violence incited by anti-CAA protests in Delhi; the expulsion and displacement of Kashmiri Pandits; xenophobic attitudes against illegal immigrants in Assam; genocide in Sylhet during the Liberation War of Bangladesh; the 1994 genocide in Rwanda; and incidences of human rights violations across the world. A comprehensive and transdisciplinary text, the book will be useful for students and researchers of human geography, sociology, political science, social work, anthropology, colonialism and postcolonialism, nationalism, imperialism, human rights, and history.

The 1996 report of the United Nations Special Rapporteur on Rwanda stated that during the 1994 genocide in Rwanda rape was the rule and its absence the exception. Indeed, rape and other forms of sexual violence as constituting genocide, crimes against humanity or war crimes, directed in particular against women, have taken place on a massive scale since time immemorial and are still rampant.

"International interest in Holocaust education has reached new heights in recent years. This historic event has long been central to cultures of remembrance in those countries where the genocide of the Jewish people occurred. But other parts of the world have now begun to recognize the history of the Holocaust as an effective means to teach about mass violence and to promote human rights and civic duty, testifying to the emergence of this pivotal historical event as a universal frame of reference. In this new, globalized context, how is the Holocaust represented and taught? How do teachers handle this excessively complex and emotionally loaded subject in fast-changing multicultural European societies still haunted by the crimes perpetrated by the Nazis and their collaborators? Why and how is it taught in other areas of the world that have only little if any connection with the history of the Jewish people? Holocaust Education in a Global Context will explore these questions."--page 10.

The Great Lakes region of Africa has seen dramatic changes. After a decade of war, repression, and genocide, loosely allied regimes have replaced old-style dictatorships. The Path of a Genocide examines the decade (1986-97) that brackets the 1994 genocide in Rwanda. This collection of essays is both a narrative of that event and a deep reexamination of the international role in addressing humanitarian issues and complex emergencies.Nineteen donor countries and seventeen multilateral organizations, international agencies, and international nongovernmental organizations pooled their efforts for an in-depth evaluation of the international response to the conflict in Rwanda. Original studies were commissioned from scholars from Uganda, Rwanda, Zaire, Ethiopia, Norway, Great Britain, France, Canada, and the United States. While each chapter in this volume focuses on one dimension of the Rwanda conflict, together they tell the story of this unfolding genocide and the world's response.The Path of a Genocide offers readers a perspective in sharp contrast to the tendency to treat a peace agreement as the end to conflict. This is a detailed effort to make sense of the political crisis and genocide in Rwanda and the effects it had on its neighbors.

Presents an alphabetically-arranged encyclopedia with over three hundred fifty entries depicting genocide and war crimes from ancient history through the twenty-first century and includes information on the various individuals and groups that have been targeted, courts and tribunals, and various sorts of reparations.

How do schools worldwide treat the Holocaust as a subject? In which countries does the Holocaust form part of classroom teaching? Are representations of the Holocaust always accurate, balanced and unprejudiced in curricula and textbooks? This study, carried out by UNESCO and the Georg Eckert Institute for International Textbook Research, compares for the first time representations of the Holocaust in school textbooks and national curricula. Drawing on data which includes countries in which there exists no or little information about representations of the Holocaust, the study shows where the Holocaust is established in official guidelines, and contains a close textbook study, focusing on the comprehensiveness and accuracy of representations and historical narratives. The book highlights evolving practices worldwide and thus provides education stakeholders with comprehensive documentation about current trends in curricula directives and textbook representations of the Holocaust. It further formulates recommendations that will help policy-makers provide the educational means by which pupils may develop Holocaust literacy.