Program Collaboration
on a Global Genocide Project
Monday, March 3, 2014,
08:00 AM - 09:00
AM, Grand Ballroom A
Cindy Epperson Ph.D
Professor, Sociology
Tim Linder Ph.D.
Associate Professor, Art
Mission Statement
St. Louis Community College
expands minds and changes
lives every day. We create
accessible, dynamic learning
environments focused on the
needs of our diverse
communities.
STLCC theatrical productions draw large crowds.
The Center for Emerging and Advanced Information
Technology at the Forest Park Campus
About the College
• Largest community college
system in Missouri
• Ranks among the nation’s top
30 associate degree-producing
institutions
• District encompasses 718
square miles, including
St. Louis City and County
and portions of Franklin and
Jefferson counties
STLCC is one of the nation’s top associate degree-producing institutions
in the country.
About the College
• Four campuses at Florissant Valley,
Forest Park, Meramec and Wildwood
• Education centers in south St. Louis
County and north St. Louis City
• Numerous satellite locations in area
business, industrial, neighborhood
and educational sites
• Corporate College in Bridgeton
• Administrative Center in downtown
St. Louis
• 3,192 full- and part-time employees
Florissant Valley campus
Forest Park campus
Meramec campus
Wildwood campus
Enrollment Profile - Fall 2013
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24,009 students enrolled in credit courses
Median Age = 23
59% Female
Race and culture
– Caucasian = 12,860 (54%)
– Black/African-American = 8,529 (35%)
– Asian = 853 (4%)
– Hispanic/Latino = 755 (3%)
– Multiracial/Other Ethnicity = 723 (3%)
– Unknown = 250 (1%)
– Represent nearly 120 countries
and 40-plus different languages
(top five are Spanish, Arabic, Russian,
Bosnian and African dialects)
STLCC has a very diverse student population.
April is Genocide Awareness Month
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April 1915 - the government of the Ottoman Empire began gathering, detaining and murdering
leading Armenian politicians, businessmen and intellectuals – result 1 million exterminated in a
genocide.
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In April 1933, the Nazis issued a decree paving the way for the "final solution," the annihilation
of 6 million Jews of Europe.
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In April 1975, the Khmer Rouge entered Cambodia's capital city and launched a four-year wave
of violence, killing 2 million people.
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In April 1992, the siege of Sarajevo began in Bosnia. It was the longest siege in modern history,
and more than 10,000 people perished, including 1,500 children.
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In April 1994, the plane carrying the president of Rwanda crashed and triggered the beginning
of a genocide that killed more than 800,000 people in 100 days.
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In April 2003, innocent civilians in Sudan's Darfur region were attacked; 400,000 have been
killed and 2.5 million displaced in a genocide that continues today.
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Ellen J. Kennedy (NPR, 2011, http://www.mprnews.org/story/2011/04/21/kennedy)
Genocide Awareness Month STLCC
• April 2012
• Asked colleagues in January who were interested to join me (Linder and Keller)
• Library – films (Diversity Committee) and book display
– Created a Library Guide (http://guides.stlcc.edu/content.php?pid=302230)
– Dean provided funding to purchase floor frames
• Bookstore – display
• Why? – Ken Jowitt (2001): “barricaded communities” – more likely to commit
genocide as a solution to their problem; “dogmatic, hysterical and
disconnected from non-members” - Daniel Chirot (2008)
– Learning about genocide enhances global citizenship knowledge, values
and possibly skills
IDS 201: Universal Human Rights
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Capstone course – focus is research and
writing for the General Education
Degree
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Hybrid course
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In order to understand human rights as
universal standards to promote global
peace and security, first need to
understand violations of human rights
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Genocide – far removed topic is
actually important to me
– Topic connects the local to the
global
– Examine the role of social media
(Arab Spring)
– Build global citizens who see the
“other” in the “self”
ART 275: PhotoImaging: Photoshop
• Beginning digital art
course
• Hybrid
• Variety of student
backgrounds
• Focused on technology
of raster graphics and
photography post
production
ART 114: Painting 1
ART:214 Painting 2
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Taught by Margaret Keller
Fine art course
Traditional studio
Sometimes stacked
Variety of student
backgrounds
Margaret Keller: Painting
What Students Know?
• Pre-Assesment – What do you know about
genocide?
• Misconceptions (e.g. “Never Again!”)
• Normative versus Empirical knowledge
What is Genocide
Learning About Genocide
• Lecture
– Raphael Lemkin (1933/1944)
– UN
– Convention for the Prevention and Punishment of the Crime of Genocide (1948/1951)
• Film: Return to the Killing Fields
• Photos with story of the Cambodian Genocide
• Role of the UN, Security Council, P5, Peacekeepers
• Virtual Class: Ghosts of Rwanda, Two short essays as models, Lemkin (1944)
excerpts from http://www.preventgenocide.org/lemkin/AxisRule1944-1.htm,
“Traditional Methods of Avoiding Genocide” (Chirot, 2008), and “Convention for
the Prevention and Punishment of the Crime of Genocide” (Schabas, 2008)
Expository essay (3 pages + References) on a subtopic of genocide:
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Upstanders to Genocide
Genocide, Armed Conflict and International Humanitarian Law
How Genocide Violates Human Rights and Human Dignity
Rwandan Genocide of 1994
Genocide of the Armenian People and the World Response
Genocide in the Democratic Republic of Congo (DRC)
Holocaust
Raphael Lemkin and His Connection to Genocide
Genocide in Sudan
Genocide in the Former Yugoslavia
Genocide in Syria?
Countries Currently “At Risk of Genocide"
Genocides Since the Holocaust
Causes of Genocide
The Role of the International Criminal Court (ICC) in Genocide
Genocide in the Former Yugoslavia
Early Warning Signs (Risks and Triggers) of Genocide and the Ten
U.S. Law Criminalizing Genocide
UN Office for the Special Advisor for the Prevention of Genocide
Military Options When Genocide Occurs
Ethnic Cleansing (Differences and Similarities to Genocide)
The Role of the UN in "possible" genocide (Security Council, P5, General
Assembly, etc.)
Right to Protect (R2P), the United States and the World Community’s
Response
Genocide
Project
Present to Art 275:
PhotiImaging
Photoshop students
(Educate others)
Evaluate the
Photoimaging
genocide posters
Place posters
around campus
Post–Assessment
Please use the next 10 minutes to complete this quiz by writing your answers in the space provided.
1. Utilizing a legal definition, genocide is a treated as a ________________.
2. Who (first and last name) is credited with coining (creating) the word genocide?
3. What is the official name of the international law (treaty) prohibiting genocide?
4. The Genocide Convention was adopted in _________ and “entered into force” in ______________.
5. Under the Genocide Convention, four categories of people are protected. They are:
A.
B.
C.
D.
6. Under the Genocide Convention, who may be prosecuted for genocide?
7. What is the first step to preventing future genocides? __________________________________
Oscar
Sarah
ART Genocide Project
• Each art student assigned a
genocide report
• Base a poster on the report.
• Using Copyright free sources.
• Technical and usage
components
Past Paintings and Posters
• https://www.facebook
.com/media/set/?set=
a.10150661726671919
.391313.11157178691
8&type=3
• Posters on Campus in
Frames
Past Paintings and Posters
• Posters on Campus in
Frames
Issues/Concerns
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Time consuming – extra work
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First year – complaint by a Jewish student
that the focus of genocide should be the
Holocaust
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One art student wasn’t comfortable with
their work being displayed online
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Students shutting off TVs – it disturbed
them
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Faculty buy-in
Questions
The End Result