Program Collaboration on a Global Genocide ProjectMonday, March 3, 2014, 08:00 AM  - 09:00 AM,   Grand Ballroom A

Cindy Epperson Ph.DProfessor, 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• 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• 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.

• In April 1933, the Nazis issued a decree paving the way for the "final solution," the annihilation of 6 million Jews of Europe.

• In April 1975, the Khmer Rouge entered Cambodia's capital city and launched a four-year wave of violence, killing 2 million people.

• 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.

• 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.

• 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.

– 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• Capstone course – focus is research

and writing for the General Education Degree

• Hybrid course

• In order to understand human rights as universal standards to promote global peace and security, first need to understand violations of human rights

• 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

• 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:• 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.10150661726671919.391313.111571786918&type=3

• Posters on Campus in Frames

Past Paintings and Posters

• Posters on Campus in Frames

Issues/Concerns• Time consuming – extra work

• First year – complaint by a Jewish student that the focus of genocide should be the Holocaust

• One art student wasn’t comfortable with their work being displayed online

• Students shutting off TVs – it disturbed them

• Faculty buy-in

Questions

The End Result