International Educator - January/February 2013 - 24

villages and killed residents. Human Rights Watch estimates these attacks have killed more than 1,000 civilians since January 2009. De Dieu’s show is broadcast in the DR Congo, Rwanda, and Burundi—regions all touched by genocide or civil and ethnic wars that led to millions of deaths, injuries, and psychological trauma. The show depicts protagonists and villains from different ethnic groups who resolve conflict through stories of political elections, for instance, and romance. “The soap tackles a lot of topics we can find in any society in conflict—the psychological needs of the population, the lust for power,” said de Dieu, whose show gets funding from the Belgian government, the United Nations Development Programme and the United States Institute of Peace. “We sensitize listeners on the steps that might lead to mass violence and genocide, and hopefully provide tools to resolve conflict peacefully and to prevent violence. It’s important to target local leaders and societal organizations to help people resist the manipulation of hot-headed leaders.”

La Benevolencija has signed partnerships with 25 radio stations in four DR Congo areas—Maniema, Ituri, and North and South Kivu—and has created focus groups of people from various ethnic backgrounds to give feedback on the soap. In some regions, 85 percent of the population is following the soap opera, according to Paula Green, CONTACT’s founder and director.

Bringing Together Different Sides
Green’s CONTACT program has also turned out graduates who have created NGOs that provide Internet access to young adults from warring Middle East nations so those adults can get to know one another, and an NGO that works with educators and government officials in opposing factions to discuss rebuilding initiatives in Bosnia. A psychologist by training, Green will often start her courses by assembling students from different ethnic and religious groups—many of which have

U
INTERNATIONAL EDUCATOR J A N + F E B . 13

Turkish Student Studies the Armenian Genocide in the United States
MIT KURT was born in the city of Gazian-

tep in the southeastern part of Turkey to a Kurdish mother and “half-Arab and half-Turcoman” father. Before becoming a doctoral student of history and Holocaust and Genocide Studies (currently in his third year of study) at Clark University, he studied political science as undergraduate at Middle East Technical University in Ankara and received a master’s degree at Sabancı University in Istanbul from its Arts and Social Sciences Department. Umit became interested in studying genocide after he “came across mass atrocities and forced deportations of the Ottoman politicians carried out against non-Muslim groups within the Empire, Armenian first and foremost” in the late nineteenth and early twentieth century. “Violence and annihilated policies against Armenians executed by the leaders of Union and Progress Party that was the governing party back then led my focus of attention towards genocide,” he says. “The most destructive policies were carried out against Armenians so as to obliterate them as a nation, religion, race, and a group of people.” Umit decided to come to the United States to pursue his doctorate because he could not

find a scholar in Turkey with whom he could study the Armenian genocide. “As a matter of fact, scholars are not that bold to study on such an allegedly ‘thorny’ subject matter,” he says. Umit chose to attend Clark to study with Taner Akçam, a renowned scholar of the Armenian genocide. While studying the history of the Armenian genocide, Umit says that he has come to believe “that the formation of the Turkish national identity has a problematic and destructive potential and constitutes the source of many current-day problems…the national identity that forms the nation state often situates its own identity on the destruction of those that do not belong to that identity.” And he says that “facing the ‘Armenian question’ is a critical factor to start such a discussion and Turkey’s—and perhaps my own—coming to terms with the past.” After finishing his dissertation, The Emergence of New Wealthy Social Strata between 1915-1922: The Local Elites Seizure of Armenian Property in Aintab, and obtaining his PhD, Umit hopes to stay in academia and believes that his work “will contribute to the widespread recognition of Armenian Genocide all over the

Umit Kurt world, of course, particularly in Turkey,” he says. “What I aim to do with my own study is to shed light on an utter historical truth, the Armenian Genocide, to recognize it so that it would never happen again. If you want to prevent genocide, you should first recognize and make an official apology for that.” Umit believes it is important for higher education institutions to provide an opportunity for students to study the history of genocide and genocide attempts because “students should be aware of past atrocities, mass killings, human right violations, colonial violence, and every kind of exterminatory policies of any nation against a race, religious groups, nation, or a group of people so that they will get” greater attention, he says. An awareness of these horrific events “will enable [students] to be judicious, responsible, and virtuous people who give huge importance to human life. In that way, they would also get involved…to prevent any genocidal policies no matter where they are being executed.” –Elaina Loveland

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Table of Contents for the Digital Edition of International Educator - January/February 2013

International Educator - January/February 2013
Table of Contents
From the Editors
Frontlines
In Brief
Intimate Proximity: The Human Face of Genocide
After the Curtain Fell
University of Michigan: Global Giant
Special Section: Japan
Education Abroad
Forum
In Focus
International Educator - January/February 2013 - International Educator - January/February 2013
International Educator - January/February 2013 - Cover2
International Educator - January/February 2013 - Table of Contents
International Educator - January/February 2013 - From the Editors
International Educator - January/February 2013 - 3
International Educator - January/February 2013 - Frontlines
International Educator - January/February 2013 - 5
International Educator - January/February 2013 - 6
International Educator - January/February 2013 - 7
International Educator - January/February 2013 - 8
International Educator - January/February 2013 - 9
International Educator - January/February 2013 - In Brief
International Educator - January/February 2013 - 11
International Educator - January/February 2013 - 12
International Educator - January/February 2013 - 13
International Educator - January/February 2013 - 14
International Educator - January/February 2013 - 15
International Educator - January/February 2013 - 16
International Educator - January/February 2013 - 17
International Educator - January/February 2013 - Intimate Proximity: The Human Face of Genocide
International Educator - January/February 2013 - 19
International Educator - January/February 2013 - 20
International Educator - January/February 2013 - 21
International Educator - January/February 2013 - 22
International Educator - January/February 2013 - 23
International Educator - January/February 2013 - 24
International Educator - January/February 2013 - 25
International Educator - January/February 2013 - 26
International Educator - January/February 2013 - 27
International Educator - January/February 2013 - 28
International Educator - January/February 2013 - 29
International Educator - January/February 2013 - After the Curtain Fell
International Educator - January/February 2013 - 31
International Educator - January/February 2013 - 32
International Educator - January/February 2013 - 33
International Educator - January/February 2013 - 34
International Educator - January/February 2013 - 35
International Educator - January/February 2013 - 36
International Educator - January/February 2013 - 37
International Educator - January/February 2013 - University of Michigan: Global Giant
International Educator - January/February 2013 - 39
International Educator - January/February 2013 - 40
International Educator - January/February 2013 - 41
International Educator - January/February 2013 - 42
International Educator - January/February 2013 - 43
International Educator - January/February 2013 - 44
International Educator - January/February 2013 - Special Section: Japan
International Educator - January/February 2013 - 46
International Educator - January/February 2013 - 47
International Educator - January/February 2013 - 48
International Educator - January/February 2013 - 49
International Educator - January/February 2013 - 50
International Educator - January/February 2013 - 51
International Educator - January/February 2013 - 52
International Educator - January/February 2013 - 53
International Educator - January/February 2013 - 54
International Educator - January/February 2013 - 55
International Educator - January/February 2013 - Education Abroad
International Educator - January/February 2013 - 57
International Educator - January/February 2013 - 58
International Educator - January/February 2013 - 59
International Educator - January/February 2013 - Forum
International Educator - January/February 2013 - 61
International Educator - January/February 2013 - 62
International Educator - January/February 2013 - 63
International Educator - January/February 2013 - In Focus
International Educator - January/February 2013 - Cover3
International Educator - January/February 2013 - Cover4
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