2019 Call for Proposals

Total Page:16

File Type:pdf, Size:1020Kb

2019 Call for Proposals 2019 CALL FOR PROPOSALS Contents Deadline 7 Meeting Location 7 Questions about the Call 7 Guidelines for Submitting Proposals 7 Participation Requirements at the Annual Meeting 9 Wildcard Sessions 9 Guidelines for Wildcard sessions: 9 Exploratory Sessions 9 New Schedule for 2018-2019 10 Audiovisual Requests 10 Questions about the Annual Meeting 11 African Association for the Study of Religions 12 African Diaspora Religions Unit 14 African Religions Unit 16 Afro-American Religious History Unit 19 Animals and Religion Unit 21 Anthropology of Religion Unit 23 Artificial Intelligence and Religion Seminar 26 Arts, Literature, and Religion Unit 27 Arts Series 29 Asian North American Religion, Culture, and Society Unit 30 Augustine and Augustinianisms Unit 32 Baha’i Studies Unit 34 Bioethics and Religion Unit 36 1 Black Theology Unit 37 Body and Religion Unit 40 Bonhoeffer: Theology and Social Analysis Unit 42 Buddhism in the West Unit 44 Buddhism Unit 46 Buddhist Critical-Constructive Reflection Unit 50 Buddhist Pedagogy Seminar 51 Buddhist Philosophy Unit 53 Childhood Studies and Religion Unit 55 Chinese Christianities Seminar 57 Chinese Religions Unit 59 Christian Spirituality Unit 60 Christian Systematic Theology Unit 61 Class, Religion, and Theology Unit 62 Cognitive Science of Religion Unit 65 Comparative Approaches to Religion and Violence Unit 67 Comparative Religious Ethics Unit 70 Comparative Studies in Religion Unit 73 Comparative Theology Unit 75 Confucian Traditions Unit 77 Contemplative Studies Unit 78 Contemporary Islam Unit 80 Contemporary Pagan Studies Unit 82 Contextualizing the Catholic Sexual Abuse Crisis Seminar 84 Critical Approaches to Hip-Hop and Religion Unit 86 Critical Theory and Discourses on Religion Unit 88 Cultural History of the Study of Religion Unit 90 Daoist Studies Unit 92 Death, Dying, and Beyond Unit 94 Eastern Orthodox Studies Unit 95 Ecclesial Practices Unit 98 Ecclesiological Investigations Unit 100 Economics and Capitalism in the Study of Buddhism Seminar 103 2 Emerging Church, Millennials, and Religion Seminar 104 Employment Workshops 106 Ethics Unit 108 Evangelical Studies Unit 110 Feminist Theory and Religious Reflection Unit 112 Films 114 Folklore and Religion Seminar 115 Gay Men and Religion Unit 116 Global-Critical Philosophy of Religion Seminar 118 Graduate Student Committee 119 Hinduism Unit 120 History of Christianity Unit 122 Human Enhancement and Transhumanism Unit 124 Indian and Chinese Religions Compared Unit 126 Indigenous Religious Traditions Unit 128 Innovations in Chaplaincy and Spiritual Care Unit 130 International Development and Religion Unit 132 Interreligious and Interfaith Studies Unit 134 Intersectional Hindu Studies: Feminist and Critical Race Approaches to Research and Teaching Seminar 137 Islam, Gender, Women Unit 139 Islamic Mysticism Unit 141 Jain Studies Unit 143 Japanese Religions Unit 144 Karl Barth Society of North America 146 Kierkegaard, Religion, and Culture Unit 147 Korean Religions Unit 149 Latina/o Religion, Culture, and Society Unit 151 Law, Religion, and Culture Unit 154 Lesbian-Feminisms and Religion Unit 156 Liberal Theologies Unit 158 Liberation Theologies Unit 160 Martin Luther and Global Lutheran Traditions Unit 162 3 Men, Masculinities, and Religions Unit 165 Middle Eastern Christianity Unit 167 Moral Injury and Recovery in Religion, Society, and Culture Unit 169 Mormon Studies Unit 171 Music and Religion Unit 172 Mysticism Unit 174 Native Traditions in the Americas Unit 176 Navarātri Seminar 178 New Directions in the Study of Religion, Monsters, and the Monstrous Seminar 179 New Materialism, Religion, and Planetary Thinking Seminar 181 New Perspectives on Religion in the Philippines Seminar 182 New Religious Movements Unit 184 Nineteenth Century Theology Unit 186 North American Hinduism Unit 187 North American Religions Unit 190 Open and Relational Theologies Unit 193 Origen and Origen Reception Seminar 195 Pentecostal–Charismatic Movements Unit 196 Philosophy of Religion Unit 197 Platonism and Neoplatonism Unit 199 Political Theology Unit 200 Practical Theology Unit 202 Pragmatism and Empiricism in American Religious Thought Unit 204 Psychology, Culture, and Religion Unit 206 Quaker Studies Unit 208 Queer Studies in Religion Unit 210 Qur'an Unit 212 Reformed Theology and History Unit 214 Religion and Cities Unit 216 Religion and Disability Studies Unit 218 Religion and Ecology Unit 220 Religion and Economy Unit 222 Religion and Families in North America Seminar 224 4 Religion and Food Unit 226 Religion and Humanism Unit 229 Religion and Migration Unit 230 Religion and Politics Unit 232 Religion and Popular Culture Unit 234 Religion and Public Schools: International Perspectives Unit 236 Religion and Science Fiction Unit 237 Religion and Sexuality Unit 239 Religion and the Social Sciences Unit 241 Religion in Europe Unit 242 Religion in Premodern Europe and the Mediterranean Unit 244 Religion in South Asia Unit 246 Religion in Southeast Asia Unit 249 Religion in the American West Unit 251 Religion, Affect, and Emotion Unit 253 Religion, Attire, and Adornment in North America Seminar 255 Religion, Colonialism, and Postcolonialism Unit 256 Religion, Film, and Visual Culture Unit 258 Religion, Holocaust, and Genocide Unit 261 Religion, Media, and Culture Unit 263 Religion, Memory, History Unit 266 Religion, Sport, and Play Unit 269 Religions in the Latina/o Americas Unit 270 Religions, Borders, and Immigration Seminar 274 Religions, Medicines, and Healing Unit 275 Religions, Social Conflict, and Peace Unit 278 Religious Conversions Unit 280 Ricoeur Unit 283 Ritual Studies Unit 285 Roman Catholic Studies Unit 287 Sacred Texts and Ethics Unit 289 Sacred Texts, Theory, and Theological Construction Unit 290 Schleiermacher Unit 292 5 Science, Technology, and Religion Unit 293 Scriptural Reasoning Unit 295 Secularism and Secularity Unit 297 Sikh Studies Unit 299 Society for the Arts in Religious and Theological Studies 301 Sociology of Religion Unit 302 Space, Place, and Religion Unit 304 Student Lounge Roundtable 306 Study of Islam Unit 308 Study of Judaism Unit 311 Tantric Studies Unit 313 Teaching Religion Unit 316 Theology and Continental Philosophy Unit 319 Theology and Religious Reflection Unit 321 Theology of Martin Luther King Jr. Unit 322 Tibetan and Himalayan Religions Unit 324 Tillich: Issues in Theology, Religion, and Culture Unit 326 Traditions of Eastern Late Antiquity Unit 327 Transformative Scholarship and Pedagogy Unit 328 Transnational Religious Expression: Between Asia and North America Seminar 329 Vatican II Studies Unit 331 Video Gaming and Religion Seminar 333 Wesleyan and Methodist Studies Unit 335 Western Esotericism Unit 337 Wildcard Sessions 339 Womanist Approaches to Religion and Society Unit 340 Women and Religion Unit 343 Women of Color Scholarship, Teaching, and Activism Unit 346 World Christianity Unit 349 Yoga in Theory and Practice Unit 351 Yogācāra Studies Unit 353 6 General Call Instructions Deadline The deadline for the Call for Proposals is Monday, March 4, 2019, 5:00 PM Eastern Standard Time. Meeting Location The 2019 AAR and SBL Annual Meetings will be held November 23-26 in San Diego, California. Registration and the Exhibit Hall will be located in the San Diego Convention Center. Academic sessions will be held in the Convention Center, Hilton Bayfront, Marriott Marquis and Marina, Grand Hyatt, and Omni hotels. Registration and housing for the Annual Meeting will open in early April. Questions about the Call The work of the Program Unit is coordinated by the Chair(s) and a Steering Committee who design the sessions and make the decisions about which proposals will eventually be on the program. Each proposal is carefully refereed, usually in an anonymous procedure (i.e., without the name of the proposer being provided to the referees). All proposals, abstracts, and completed participant information (as well as any questions you may have) should be sent to the individual(s) named in the Call; this occurs automatically in the Program Administration Proposal, Evaluation, Review, and Submission (PAPERS) System. The deadline for proposal submission is 5:00 PM EST, Monday, March 4. Please inquire with the appropriate Program Unit Chair(s) about the amount of time granted for your presentation and by what date the respondent (if any) must receive your completed paper. Guidelines for Submitting Proposals ● Step 1: Find a topic in the general Call for Proposals or Call of a specific Program Unit that interests you. ● Step 2: Determine which type of proposal you wish to submit. ○ Paper proposal — A paper written by you (and possibly a co-author) that you will present in response to a theme within a Program Unit‘s Call. ○ Papers session proposal — A proposal of a complete session of different papers on a theme, complete with its own description, abstract, a presider, paper presentations, and (optionally) a respondent. Presenters in a papers session must submit their proposals to the papers session organizer, who in turn is 7 responsible for inputting them into the Program Administration Proposal, Evaluation, Review, and Submission (PAPERS) System. ○ Roundtable session proposal — A proposal of a complete session, including a presider, list of panelists, and (optionally) a respondent; all of whom will speak (ex tempore) on a common theme. ● Step 3: Write your 1,000 word proposal and 150-word abstract. Paper sessions require a separate 1,000-word proposal and 150-word abstract for each paper in the session. The abstracts
Recommended publications
  • Patterns in the Mindset Behind Organized Mass Killing
    Genocide Studies and Prevention: An International Journal Volume 12 Issue 1 Article 8 6-2018 Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing Gerard Saucier University of Oregon Laura Akers Oregon Research Institute Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Saucier, Gerard and Akers, Laura (2018) "Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing," Genocide Studies and Prevention: An International Journal: Vol. 12: Iss. 1: 80-97. DOI: https://doi.org/10.5038/1911-9933.12.1.1546 Available at: https://scholarcommons.usf.edu/gsp/vol12/iss1/8 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing Acknowledgements Thanks are due to Seraphine Shen-Miller, Ashleigh Landau, and Nina Greene for assistance with various aspects of this research. This article is available in Genocide Studies and Prevention: An International Journal: https://scholarcommons.usf.edu/gsp/vol12/iss1/8 Democidal Thinking: Patterns in the Mindset Behind Organized Mass Killing Gerard Saucier University of Oregon Eugene, Oregon, USA Laura Akers Oregon Research Institute Eugene, Oregon, USA In such a world of conflict, a world of victims and executioners, it is the job of thinking people, as Albert Camus suggested, not to be on the side of the executioners. –Howard Zinn1 Introduction and Background Sociopolitical violence is a tremendous social problem, given its capacity to spiral into outcomes of moral evil (i.e., intentional severe harm to others).
    [Show full text]
  • A Matter of Comparison: the Holocaust, Genocides and Crimes Against Humanity an Analysis and Overview of Comparative Literature and Programs
    O C A U H O L S T L E A C N O N I T A A I N R L E T L N I A R E E M C E M B R A N A Matter Of Comparison: The Holocaust, Genocides and Crimes Against Humanity An Analysis And Overview Of Comparative Literature and Programs Koen Kluessien & Carse Ramos December 2018 International Holocaust Remembrance Alliance A Matter of Comparison About the IHRA The International Holocaust Remembrance Alliance (IHRA) is an intergovernmental body whose purpose is to place political and social leaders’ support behind the need for Holocaust education, remembrance and research both nationally and internationally. The IHRA (formerly the Task Force for International Cooperation on Holocaust Education, Remembrance and Research, or ITF) was initiated in 1998 by former Swedish Prime Minister Göran Persson. Persson decided to establish an international organisation that would expand Holocaust education worldwide, and asked former president Bill Clinton and former British prime minister Tony Blair to join him in this effort. Persson also developed the idea of an international forum of governments interested in discussing Holocaust education, which took place in Stockholm between 27–29 January 2000. The Forum was attended by the representatives of 46 governments including; 23 Heads of State or Prime Ministers and 14 Deputy Prime Ministers or Ministers. The Declaration of the Stockholm International Forum on the Holocaust was the outcome of the Forum’s deliberations and is the foundation of the International Holocaust Remembrance Alliance. The IHRA currently has 31 Member Countries, 10 Observer Countries and seven Permanent International Partners.
    [Show full text]
  • Genocide, Ethnocide, Ecocide, with Special Reference to Indigenous Peoples: a Bibliography
    Genocide, Ethnocide, Ecocide, with Special Reference to Indigenous Peoples: A Bibliography Robert K. Hitchcock Department of Anthropology and Geography University of Nebraska-Lincoln Lincoln, NE 68588-0368 [email protected] Adalian, Rouben (1991) The Armenian Genocide: Context and Legacy. Social Education 55(2):99-104. Adalian, Rouben (1997) The Armenian Genocide. In Century of Genocide: Eyewitness Accounts and Critical Views, Samuel Totten, William S. Parsons and Israel W. Charny eds. Pp. 41-77. New York and London: Garland Publishing Inc. Adams, David Wallace (1995) Education for Extinction: American Indians and the Boarding School Experience 1875-1928. Lawrence: University Press of Kansas. Africa Watch (1989) Zimbabwe, A Break with the Past? Human Rights and Political Unity. New York and Washington, D.C.: Africa Watch Committee. Africa Watch (1990) Somalia: A Government at War With Its Own People. Testimonies about the Killings and the Conflict in the North. New York, New York: Human Rights Watch. African Rights (1995a) Facing Genocide: The Nuba of Sudan. London: African Rights. African Rights (1995b) Rwanda: Death, Despair, and Defiance. London: African Rights. African Rights (1996) Rwanda: Killing the Evidence: Murders, Attacks, Arrests, and Intimidation of Survivors and Witnesses. London: African Rights. Albert, Bruce (1994) Gold Miners and Yanomami Indians in the Brazilian Amazon: The Hashimu Massacre. In Who Pays the Price? The Sociocultural Context of Environmental Crisis, Barbara Rose Johnston, ed. pp. 47-55. Washington D.C. and Covelo, California: Island Press. Allen, B. (1996) Rape Warfare: The Hidden Genocide in Bosnia-Herzogovina and Croatia. Minneapolis: University of Minnesota Press. American Anthropological Association (1991) Report of the Special Commission to Investigate the Situation of the Brazilian Yanomami, June, 1991.
    [Show full text]
  • The Semantic Field of Genocide, Cultural Genocide, and Ethnocide in Indigenous Rights Discourse
    Genocide Studies and Prevention: An International Journal Volume 9 Issue 2 Time, Movement, and Space: Genocide Article 6 Studies and Indigenous Peoples 10-2015 What Does Genocide Produce? The Semantic Field of Genocide, Cultural Genocide, and Ethnocide in Indigenous Rights Discourse Jeff Benvenuto Rutgers, The State University of New Jersey Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Benvenuto, Jeff (2015) "What Does Genocide Produce? The Semantic Field of Genocide, Cultural Genocide, and Ethnocide in Indigenous Rights Discourse," Genocide Studies and Prevention: An International Journal: Vol. 9: Iss. 2: 26-40. DOI: http://dx.doi.org/10.5038/1911-9933.9.2.1302 Available at: https://scholarcommons.usf.edu/gsp/vol9/iss2/6 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. What Does Genocide Produce? The Semantic Field of Genocide, Cultural Genocide, and Ethnocide in Indigenous Rights Discourse Jeff Benvenuto Rutgers, The State University of New Jersey Newark, NJ, USA Abstract: The semantic field of genocide, cultural genocide, and ethnocide overlaps between Indigenous rights discourse and genocide studies. Since the 1970s, such language has been used to express grievances that have stimulated the construction of Indigenous rights in international law. These particular words signify general concerns with the integrity of Indigenous peoples, thereby undergirding a larger framework of normative beliefs, ethical arguments, and legal claims, especially the right to self-determination.
    [Show full text]
  • Yaroslav Bilinsky, “Was the Ukrainian Famine of 1932-1933 Genocide?”
    Journal of Genocide Research ISSN: 1462-3528 (Print) 1469-9494 (Online) Journal homepage: http://www.tandfonline.com/loi/cjgr20 Was the Ukrainian famine of 1932–1933 genocide? Yaroslav Bilinsky To cite this article: Yaroslav Bilinsky (1999) Was the Ukrainian famine of 1932–1933 genocide?, Journal of Genocide Research, 1:2, 147-156, DOI: 10.1080/14623529908413948 To link to this article: http://dx.doi.org/10.1080/14623529908413948 Published online: 09 Nov 2007. Submit your article to this journal Article views: 600 View related articles Citing articles: 2 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=cjgr20 Download by: [University of Oslo] Date: 22 April 2016, At: 04:36 Journal of Genocide Research (1999), 1(2), 147-156 Was the Ukrainian famine of 1932-1933 genocide? YAROSLAV BILINSKY A distinguished Holocaust scholar, Michael R. Marrus, in his foreword to a 1988 book The Foreign Office and the Famine: British Documents on Ukraine and the Great Famine of 1932-1933 said: "In my view, formal classification of the famine [as a genocidal attack upon Ukrainians] matters less at this point than the appreciation of the limitless cruelty and anguish it entailed" (Marrus, 1988, p xv). Some 10 years after Ukraine has become independent, I would respect- fully disagree. For both intellectual and political reasons it does matter whether the man-made Soviet famine was a central act in a campaign of genocide, or whether it was designed to simply cow Ukrainian peasants into submission, drive them into the collectives and ensure a steady supply of grain for Soviet industrialization.
    [Show full text]
  • Genocide-Holodomor 1932–1933: the Losses of the Ukrainian Nation”
    TARAS SHEVCHENKO NATIONAL UNIVERSITY OF KYIV NATIONAL MUSEUM “HOLODOMOR VICTIMS MEMORIAL” UKRAINIAN GENOCIDE FAMINE FOUNDATION – USA, INC. MAKSYM RYLSKY INSTITUTE OF ART, FOLKLORE STUDIES, AND ETHNOLOGY MYKHAILO HRUSHEVSKY INSTITUTE OF UKRAINIAN ARCHAEOGRAPHY AND SOURCE STUDIES PUBLIC COMMITTEE FOR THE COMMEMORATION OF THE VICTIMS OF HOLODOMOR-GENOCIDE 1932–1933 IN UKRAINE ASSOCIATION OF FAMINE RESEARCHERS IN UKRAINE VASYL STUS ALL-UKRAINIAN SOCIETY “MEMORIAL” PROCEEDINGS OF THE INTERNATIONAL SCIENTIFIC- EDUCATIONAL WORKING CONFERENCE “GENOCIDE-HOLODOMOR 1932–1933: THE LOSSES OF THE UKRAINIAN NATION” (October 4, 2016, Kyiv) Kyiv 2018 УДК 94:323.25 (477) “1932/1933” (063) Proceedings of the International Scientific-Educational Working Conference “Genocide-Holodomor 1932–1933: The Losses of the Ukrainian Nation” (October 4, 2016, Kyiv). – Kyiv – Drohobych: National Museum “Holodomor Victims Memorial”, 2018. x + 119. This collection of articles of the International Scientific-Educational Working Conference “Genocide-Holodomor 1932–1933: The Losses of the Ukrainian Nation” reveals the preconditions and causes of the Genocide- Holodomor of 1932–1933, and the mechanism of its creation and its consequences leading to significant cultural, social, moral, and psychological losses. The key issue of this collection of articles is the problem of the Ukrainian national demographic losses. This publication is intended for historians, researchers, ethnologists, teachers, and all those interested in the catastrophe of the Genocide-Holodomor of 1932–1933. Approved for publication by the Scientific and Methodological Council of the National Museum “Holodomor Victims Memorial” (Protocol No. 9 of 25 September 2018). Editorial Board: Cand. Sc. (Hist.) Olesia Stasiuk, Dr. Sc. (Hist.) Vasyl Marochko, Dr. Sc. (Hist.), Prof. Volodymyr Serhijchuk, Dr. Sc.
    [Show full text]
  • Gender and the Genocide in Rwanda
    Gender and the Genocide in Rwanda This book examines the mobilization, role, and trajectory of women rescuers and perpetrators during the 1994 genocide in Rwanda. While much has been written about the victimization of women during the 1994 genocide in Rwanda, very little has been said about women who rescued targeted victims or perpetrated crimes against humanity. This book explores and analyzes the role played by women who exercised agency as rescuers and as per- petrators during the genocide in Rwanda. As women, they took actions and deci- sions within the context of a deeply entrenched patriarchal system that limited their choices. This work examines two diverging paths of women’s agency during this period: to rescue from genocide or to perpetrate genocide. It seeks to answer three questions: First, how were certain Rwandan women mobilized to parti- cipate in genocide, and by whom? Second, what were the specific actions of women during this period of violence and upheaval? Finally, what were the tra- jectories of women rescuers and perpetrators after the genocide? Comparing and contrasting how women rescuers and perpetrators were mobilized, the actions they undertook, and their post- genocide trajectories, and concluding with a broader discussion of the long- term impact of ignoring these women, this book develops a more nuanced and holistic view of women’s agency and the genocide in Rwanda. This book will be of interest to students of gender studies, genocide studies, African politics and critical security studies. Sara E. Brown is a Fellow at the USC Shoah Foundation – The Institute for Visual History and Education, and has a PhD in Comparative Genocide Studies from Clark University, USA.
    [Show full text]
  • Spatiality of the Stages of Genocide: the Armenian Case
    Genocide Studies and Prevention: An International Journal Volume 10 Issue 3 Article 6 12-2016 Spatiality of the Stages of Genocide: The Armenian Case Shelley J. Burleson Texas State University - San Marcos Alberto Giordano Texas State University-San Marcos, Department of Geography Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Burleson, Shelley J. and Giordano, Alberto (2016) "Spatiality of the Stages of Genocide: The Armenian Case," Genocide Studies and Prevention: An International Journal: Vol. 10: Iss. 3: 39-58. DOI: http://doi.org/10.5038/1911-9933.10.3.1410 Available at: https://scholarcommons.usf.edu/gsp/vol10/iss3/6 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Spatiality of the Stages of Genocide: The Armenian Case Shelley J. Burleson Texas State University - San Marcos San Marcos, Texas, USA Alberto Giordano Texas State University - San Marcos San Marcos, Texas, USA Abstract: This article describes the construction of a historical GIS (HGIS) of the Armenian genocide and its application to study how the genocide unfolded spatially and temporally using stage models proposed by Gregory Stanton. The Kazarian manuscript provided a daily record of events related to the genocide during 1914-1923 and served as a primary source. Models outlining and describing the stages of genocide provide a structured and vetted approach to studying the spatial and temporal aspects of the genocidal process, especially genocide by attrition.
    [Show full text]
  • The Uyghurs of China: a Genocide in the Making
    The Uyghurs of China: A Genocide in the Making Tracking the Stages of Genocide Henrietta Störig International Relations Dept. of Global Political Studies Bachelor programme – IR103L 15 credits thesis Spring 2020 Supervisor: Erika Svedberg Henrietta Störig 980123-T029 Malmö University Abstract Recent reports on the forced sterilization of Uyghur women in the People’s Republic of China prompted experts to recognize the on-going situation as genocide. The aim of this thesis is to examine the different events that constitute the current genocide of the Uyghur nation in China, what led to it, and how it is likely to further develop. Based on Stanton’s 10 Stages of Genocide, a simple historical process research is conducted to analyse the causes and stages of the Uyghur genocide, and to make predictions regarding the ensuing stages and international intervention. By applying the theory of constructivism to the analysis, it becomes evident that genocide is a process that is produced by the social, economic, and political international structure, which renders many prevention measures ineffective. The thesis concludes that only immediate international intervention and prosecution of the perpetrator on the count of genocide conspiracy can prevent the irreversible destruction of the Uyghur nation. (Word count: 13 991) Henrietta Störig 980123-T029 Malmö University Table of Contents I. Introduction ........................................................................................................................... 1 II. Literature Review ...............................................................................................................
    [Show full text]
  • Raphael Lemkin's
    Genocide Studies and Prevention: An International Journal Volume 13 Issue 1 Revisiting the Life and Work of Raphaël Article 12 Lemkin 4-2019 Raphaël Lemkin’s Derivation of Genocide from His Analysis of Nazi-Occupied Europe Raffael Scheck Colby College Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation Scheck, Raffael (2019) "Raphaël Lemkin’s Derivation of Genocide from His Analysis of Nazi-Occupied Europe," Genocide Studies and Prevention: An International Journal: Vol. 13: Iss. 1: 113-129. DOI: https://doi.org/10.5038/1911-9933.13.1.1584 Available at: https://scholarcommons.usf.edu/gsp/vol13/iss1/12 This Article is brought to you for free and open access by the Open Access Journals at Scholar Commons. It has been accepted for inclusion in Genocide Studies and Prevention: An International Journal by an authorized editor of Scholar Commons. For more information, please contact [email protected]. Raphaël Lemkin’s Derivation of Genocide from His Analysis of Nazi-Occupied Europe Acknowledgements I thank Hilary Earl, Doris Bergen, Douglas Irvin-Erickson, Benjamin Lieberman, and the journal's two anonymous reviewers for comments and constructive criticism of an earlier version of this article. I also thank my son Anselm Scheck for helping me search for Lemkin's memo to President Roosevelt. I am especially grateful for the Audrey Wade Hittinger Katz and Sheldon Toby Katz endowed chair, which allowed me to do the archival research for this project. This article is available in Genocide Studies and Prevention: An International Journal: https://scholarcommons.usf.edu/gsp/vol13/iss1/12 Raphaël Lemkin’s Derivation of Genocide from His Analysis of Nazi-Occupied Europe Raffael Scheck Colby College Waterville, Maine, USA Popular understanding associates genocide with mass murder and connects it to the Holocaust, specifically the mass murder of Jews during the Second World War.
    [Show full text]
  • Gender, Memory and Connective Genocide Scholarship: a Conversation with Marianne Hirsch
    EJW0010.1177/1350506815605444European Journal of Women’s StudiesAltınay and Pető 605444research-article2015 Interview EJWS European Journal of Women’s Studies 2015, Vol. 22(4) 386 –396 Gender, memory and © The Author(s) 2015 Reprints and permissions: connective genocide sagepub.co.uk/journalsPermissions.nav DOI: 10.1177/1350506815605444 scholarship: A conversation ejw.sagepub.com with Marianne Hirsch Ayşe Gül Altınay Sabancı University, Turkey Andrea Pető Central European University, Hungary Marianne Hirsch’s groundbreaking work on the transmission of memories of violence across generations has deeply inspired many scholars working at the intersections of feminist theory, memory studies and genocide/Holocaust/war studies, including our- selves. Postmemory, a concept that she first introduced in the 1990s and continues to explore in novel ways, has added a whole new dimension to the debates on genocide, gender, and memory. On 30 September 2014, we were fortunate to come together in Budapest in the context of the COST Network Meeting ‘In Search of Transcultural Memory in Europe’ and have this stimulating conversation. Marianne Hirsch was born in Romania after the Second World War and immigrated to the United States as a teenager. She currently teaches at Columbia University as William Peterfield Trent Professor of English and Comparative Literature and Professor in the Institute for Research on Women, Gender, and Sexuality. Her publications include The Generation of Postmemory: Writing and Visual Culture After the Holocaust (2012), Ghosts of Home: The Afterlife of Czernowitz in Jewish Memory (co-authored with Leo Spitzer, 2010), Rites of Return: Diaspora, Poetics and the Politics of Memory (co-edited with Nancy K Miller, 2011), Family Frames: Photography, Narrative, and Postmemory (1997), and a special issue of Signs on ‘Gender and Cultural Memory’ (co-edited with Valerie Smith, 2002).
    [Show full text]
  • Genocide: a Comprehensive Introduction Is the Most Wide-Ranging Textbook on Geno- Cide Yet Published
    ■ GENOCIDE Genocide: A Comprehensive Introduction is the most wide-ranging textbook on geno- cide yet published. The book is designed as a text for upper-undergraduate and graduate students, as well as a primer for non-specialists and general readers interested in learning about one of humanity’s enduring blights. Over the course of sixteen chapters, genocide scholar Adam Jones: • Provides an introduction to genocide as both a historical phenomenon and an analytical-legal concept. • Discusses the role of imperalism, war, and social revolution in fueling genocide. • Supplies no fewer than seven full-length case studies of genocides worldwide, each with an accompanying box-text. • Explores perspectives on genocide from the social sciences, including psychology, sociology, anthropology, political science/international relations, and gender studies. • Considers “The Future of Genocide,” with attention to historical memory and genocide denial; initiatives for truth, justice, and redress; and strategies of intervention and prevention. Written in clear and lively prose, liberally sprinkled with illustrations and personal testimonies from genocide survivors, Genocide: A Comprehensive Introduction is destined to become a core text of the new generation of genocide scholarship. An accompanying website (www.genocidetext.net) features a broad selection of supplementary materials, teaching aids, and Internet resources. Adam Jones, Ph.D. is currently Associate Research Fellow in the Genocide Studies Program at Yale University. His recent publications
    [Show full text]