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Intro -- Preface -- The Problem with Education -- Acknowledgments -- Contents -- Chapter 1: Education as Politics -- Chapter 2: "White Privilege Is a Myth": Tackling Race -- Chapter 3: "There Was a Christmas Tree but No Christmas": Religion in Public Schools -- Chapter 4: "I Don't Speak Poor": Uncovering Social Class -- Chapter 5: "We Exist": Gender and Education -- Chapter 6: Classroom Conversations about Sexual Assault -- Chapter 7: Classroom Conversations About Gun Violence -- Chapter 8: How Do We Get There? -- References -- Additional Resources -- Books -- Websites -- Index.

Cover -- Copyright and Licence -- Title Page -- A Note on the Author -- Contents -- Introduction -- Russian Formalism -- Roman Jakobson -- Vladimir Propp -- Structuralism -- Ferdinand De Saussure -- Claude Lévi-Strauss -- Semiotics -- Roland Barthes -- Post-Structuralism and Deconstruction -- Jean-François Lyotard -- Jacques Derrida -- Paul De Man -- Psychoanalytic Theories -- Jacques Lacan -- Julia Kristeva -- Understanding the Discursive Nature of History and Culture -- Michel Foucault -- Clifford Geertz -- Postcolonial Theory -- Edward Said -- Gayatri Chakravorty Spivak -- Ngugi Wa Thiong'O -- Paul Gilroy -- Bibliography -- Hyperlinked Material.

Cover -- Licence -- Title Page -- Copyright -- CONTENTS -- Introduction -- Initial Articulations of the 'Woman' Problem -- Virginia Woolf -- Simone de Beauvoir -- Radical Feminism -- Kate Millett, Sexual Politics -- Shulamith Firestone -- Radicalesbians -- Mary Daly -- Black Feminism -- Audre Lorde -- Alice Walker -- Patricia Hill Collins -- French Feminism -- Luce Irigaray -- Hélène Cixous -- Monique Wittig -- Julia Kristeva -- Materialist Feminism -- Gayle Rubin -- Gayatri Chakravorty Spivak -- Queer Theory -- Adrienne Rich -- Judith Butler -- Eve Kosofsky Sedgwick -- Wayne Koestenbaum -- Afterword -- Who Needs Feminism? -- Bibliography -- Primary Sources -- Secondary Sources -- About the Author -- Humanities-Ebooks.

In the immediate aftermath of the Holocaust, Eastern European Jews turned to a rich tradition of remembering lost peoples and cultures, and organized the collaborative writing of memorial books. There were over 1,000 of these place-based memory texts written by survivors and pre-war emigres in order to shape knowledge about the war, to emphasize the vibrancy of their prewar lives, and to share their memories and perceptions with future generations. This corpus of material has been largely overlooked by scholars over the past seventy years; this article begins to fill the gap in what is known about postwar memorial books.

Genocide Studies International ( GSI) is owned, operated, and managed by the International Institute for Genocide and Human Rights Studies (a division of the Zoryan Institute). The journal is published twice a year by the University of Toronto Press. Zoryan Institute, a nonprofit organization, serves the cause of scholarship and public awareness relating to issues of universal human rights, genocide, and diaspora-homeland relations. This is done through the systematic continued efforts of scholars and specialists using a comparative and multidisciplinary approach and in accordance with the highest academic standards.

Herb Hirsch wanted his students to learn about genocide broadly, and about the ongoing nature of mass atrocity; he wrote with an urgency about the human rights violations that occur across the globe today. More than knowledge, however, Dr. Hirsch wanted to encourage his students to take action. These are critical goals, and how to achieve them is what animates this paper. This article seeks to answer the central question of how to reimagine genocide education in order to engage students in a deep understanding of the ongoing nature of genocide, and projects that engender meaningful social change. This reconsideration of genocide education begins in primary schools, moves through middle and high schools, and ends at the university level; it involves all levels of teachers and learners.