Conceptualising Historical Crimes
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Legal Response to Propaganda Broadcasts Related to Crisis in and Around Ukraine, 2014–2015
International Journal of Communication 9(2015), Feature 3125–3145 1932–8036/2015FEA0002 Legal Response to Propaganda Broadcasts Related to Crisis in and Around Ukraine, 2014–2015 ANDREI G. RICHTER1 Lomonosov Moscow State University, Russia Organization for Security and Co-operation in Europe (OSCE) Keywords: freedom of expression, freedom of the media, propaganda for war, incitement to hatred, international standards, rule of law, national regulators, Russia, Ukraine, UK, Latvia, Lithuania, Moldova The conflict in and around Ukraine in 2014–2015 has brought about the spread of propaganda for war and hatred, especially on television and on the Internet. Research on the national laws and resolutions made by courts and independent media regulators that adjudicated complaints on Russian TV propaganda in Latvia, Lithuania, Moldova, the UK, and Ukraine shows that the national courts and regulators made few references to international norms, resting, rather, on domestically developed standards. As a result, there was a lack of solid grounds for stopping, blocking, and banning programs emanating from Russian media. In particular, there was no clear line between propaganda for war and hatred, proscribed under international norms, and legally protected Kremlin interpretation of the events in Ukraine. The comparative analysis of case law attempts to provide a modern rationale for regulation of propaganda for war and hatred and through it to offer relevant recommendations. Introduction The year 2014 marked the 100th anniversary of the beginning of World War I. It is worthwhile to recall that the Austro-Hungarian ultimatum to Serbia, which precipitated the start of the hostilities, included a major demand to stop nationalistic propaganda, as it flared the existing controversies. -
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. -
The Public Eye, Summer 2010
Right-Wing Co-Opts Civil Rights Movement History, p. 3 TheA PUBLICATION OF POLITICAL R PublicEyeESEARCH ASSOCIATES Summer 2010 • Volume XXV, No.2 Basta Dobbs! Last year, a coalition of Latino/a groups suc - cessfully fought to remove anti-immigrant pundit Lou Dobbs from CNN. Political Research Associates Executive DirectorTarso Luís Ramos spoke to Presente.org co-founder Roberto Lovato to find out how they did it. Tarso Luís Ramos: Tell me about your organization, Presente.org. Roberto Lovato: Presente.org, founded in MaY 2009, is the preeminent online Latino adVocacY organiZation. It’s kind of like a MoVeOn.org for Latinos: its goal is to build Latino poWer through online and offline organiZing. Presente started With a campaign to persuade GoVernor EdWard Rendell of PennsYlVania to take a stand against the Verdict in the case of Luis RamíreZ, an undocumented immigrant t t e Who Was killed in Shenandoah, PennsYl - k n u l Vania, and Whose assailants Were acquitted P k c a J bY an all-White jurY. We also ran a campaign / o t o to support the nomination of Sonia h P P SotomaYor to the Supreme Court—We A Students rally at a State Board of Education meeting, Austin, Texas, March 10, 2010 produced an “I Stand With SotomaYor” logo and poster that people could displaY at Work or in their neighborhoods and post on their Facebook pages—and a feW addi - From Schoolhouse to Statehouse tional, smaller campaigns, but reallY the Curriculum from a Christian Nationalist Worldview Basta Dobbs! continues on page 12 By Rachel Tabachnick TheTexas Curriculum IN THIS ISSUE Controversy objectiVe is present—a Christian land goV - 1 Editorial . -
Genocide and Belonging: Processes of Imagining Communities
GENOCIDE AND BELONGING: PROCESSES OF IMAGINING COMMUNITIES ADENO ADDIS* ABSTRACT Genocide is often referred to as “the crime of crimes.” It is a crime that is very high on the nastiness scale. The purpose of the genocidaire is of course to destroy a community—a community that he regards as a threat to his own community, whether the threat is perceived as physical, economic or cultural. The way this takes place and the complicity of law in this process has been extensively explored by scholars. But the process of destroying a community is perversely often simultaneously an “exercise in community build- ing,” a process through which intra-communal bonds and belong- ing are sought to be strengthened. This aspect of genocide has been entirely neglected by scholars, especially the role of law in that pro- cess. This article makes and defends two claims about communities and belonging in relation to genocide. First, it argues that as per- verse as it sounds, genocide is in fact an exercise in community building and law is highly implicated in that process. It defends the thesis with arguments that are conceptual as well as empirical. The second, and more hopeful, claim is that the international response * W. R. Irby Chair and W. Ray Forrester Professor of Public and Constitutional Law, Tulane University School of Law. Previous drafts of the paper were presented at an international conference at the Guanghua Law School of Zhejiang University (China) and at Tulane Law School faculty symposium. I thank participants at those meetings for the many helpful questions and comments. -
The Armenian Genocide
The Armenian Genocide During World War I, the Ottoman Empire carried out what most international experts and historians have concluded was one of the largest genocides in the world's history, slaughtering huge portions of its minority Armenian population. In all, over 1 million Armenians were put to death. To this day, Turkey denies the genocidal intent of these mass murders. My sense is that Armenians are suffering from what I would call incomplete mourning, and they can't complete that mourning process until their tragedy, their wounds are recognized by the descendants of the people who perpetrated it. People want to know what really happened. We are fed up with all these stories-- denial stories, and propaganda, and so on. Really the new generation want to know what happened 1915. How is it possible for a massacre of such epic proportions to take place? Why did it happen? And why has it remained one of the greatest untold stories of the 20th century? This film is made possible by contributions from John and Judy Bedrosian, the Avenessians Family Foundation, the Lincy Foundation, the Manoogian Simone Foundation, and the following. And others. A complete list is available from PBS. The Armenians. There are between six and seven million alive today, and less than half live in the Republic of Armenia, a small country south of Georgia and north of Iran. The rest live around the world in countries such as the US, Russia, France, Lebanon, and Syria. They're an ancient people who originally came from Anatolia some 2,500 years ago. -
Genocides Andconflicts
0 1 Genocides and Conflicts in the 20th and 21st Centuries Preface This book provides summaries of some of the mass atrocities that have occurred in the last hundred years. We have intentionally included conflicts that often are not studied in courses about genocide. We encourage readers to learn about these events for two reasons: first, when knowledge of these atrocities is not part of our shared history and memory, those who suffered, and their once- vibrant cultures and communities, are made invisible yet again. Second, it is important for us to realize the breadth of genocides across time and place. ‘Never again’ has come to mean ‘over and over again.’ Perhaps if we can recognize that genocide is a wide-ranging and repetitive scourge on the planet, we can someday reach a world without genocide. Thanks go to Jacob Simpson, Research and Advocacy Associate, and Amalie Wilkinson, Research Intern, for their work on this book. 2 Table of Contents Native Americans, 1492-Present ............................................................................................ 3 Namibia, 1904-1907 ............................................................................................................... 5 The Armenian Genocide, 1915-1923 ....................................................................................... 7 The Ottoman Christian Genocide, 1915-23 ..............................................................................9 The Holodomor, 1932-1933................................................................................................. -
Critical Genocide Studies
Genocide Studies and Prevention: An International Journal Volume 7 Issue 1 Article 1 April 2012 Full Issue 7.1 Follow this and additional works at: https://scholarcommons.usf.edu/gsp Recommended Citation (2012) "Full Issue 7.1," Genocide Studies and Prevention: An International Journal: Vol. 7: Iss. 1: Article 1. Available at: https://scholarcommons.usf.edu/gsp/vol7/iss1/1 This Front Matter 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]. Editors’ Introduction Volume 7, issue 1 of Genocide Studies and Prevention continues the discussion of the state of the field of genocide studies that was initiated in volume 6, issue 3. Due to our (the editors’) keen desire to include as many different voices and perspectives as possi- ble, we reached out to old hands in the field, younger but well established scholars, and several scholars who recently completed their graduate studies but have already made an impact on the field. The sequence of the articles over the two issues began with comprehensive treat- ments and then moved into articles with more specific focuses, grouped thematically where applicable. Through the entire sequence across these two issues of GSP, we hope that readers will gain a solid sense of the history of the field and insight into some of the perdurable issues that have been at the heart of the field since its inception and that they have opportunities to reflect on the host of issues and concerns raised by authors coming from different disciplines (e.g., history, political science, sociology, psychology, philosophy) with vastly different perspectives. -
Holodomor 1932-33
Ukrainian Famine - Genocide Holodomor 1932-33 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 1 What does “Holodomor” mean? Holodomor, one of the most horrific genocides in history, took place 75 years ago. This word means death by starvation in the Ukrainian language. Slide 2 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 2 When did this happen? During the winter of 1932 and the spring of 1933, millions of people living in central and eastern Ukraine were wiped out by a forced famine. Entire villages of people died. Slide 3 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 3 How many people perished? Between 7 and 10 million Ukrainians were starved to death. People of all ages were victims of this tragedy - the elderly, young women and men, innocent children and infants. Slide 4 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 4 Which regions were most severely affected? Note the areas which appear in dark red Slide 5 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 5 How did this happen? In the fall of 1932, by decree of Joseph Stalin, Ukrainian villagers were forced to supply all of their grain to the Soviet* government. Soviet = U.S.S.R. or Union of Soviet Socialist Republics Slide 6 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 6 What happened if they didn’t comply? If the villagers did not supply every grain of wheat to the Soviet government, they were shot to death. They could not even keep a few grains to feed their family. Slide 7 Saskatchewan Ministry of Saskatchewan EducationMinistry of 2007Education © 2007 7 Why did this happen? The Ukrainian people did not want to give up their land for collectivization*. -
10 Stages to Genocide
10 STAGES TO GENOCIDE This revised list replaces the previous 8 stages of Genocide based on Gregory H Stanton of Genocide Watch - Source: Genocide Watch http://genocidewatch.net/ 1. The differences between people are not respected. There is a division of ‘us’ CLASSIFICATION and ‘them’ - German and Jew, Hutu and Tutsi. 2. To the classification, names or symbols are used to distinguish between SYMBOLISATION people such as forcing Jewish people to wear the yellow star (and other symbols) under Nazi rule and the blue scarf for people to identify those the Khmer Rouge planned to murder. 3. The dominant group uses law, custom, and political power to deny the rights *NEW* of other groups. Examples include the Nuremberg Laws of 1935 in Nazi DISCRIMINATION Germany, which stripped Jews of their German citizenship, and prohibited their employment by the government and by universities. Denial of citizenship to the Rohingya Muslim minority in Burma is a current example. All human rights are stripped away. People are equated with animals, 4. vermin, insects or diseases. The Nazis referred to Jews as ‘vermin’ and during DEHUMANISATION the genocide in Rwanda, Tutsis were referred to as ‘cockroaches’. At this stage, hate propaganda in print and on radios are used to vilify the victim group. 5. Genocide is always organized, usually by the state, often using militias to ORGANISATION provide deniability of state responsibility. Special army units or militias are often trained and armed. 6. Propaganda continues to be spread by hate groups. The Nazis used the POLARISATION newspaper Der Stürmer to spread and incite messages of hate about Jewish people. -
The Holocaust and Mass Atrocity: the Continuing Challenge for Decision, 21 Mich
University of Florida Levin College of Law UF Law Scholarship Repository UF Law Faculty Publications Faculty Scholarship 2013 The oloH caust and Mass Atrocity: The onC tinuing Challenge for Decision Winston P. Nagan University of Florida Levin College of Law, [email protected] Aitza M. Haddad Follow this and additional works at: http://scholarship.law.ufl.edu/facultypub Part of the Human Rights Law Commons, and the International Law Commons Recommended Citation Winston P. Nagan & Aitza M. Haddad, The Holocaust and Mass Atrocity: The Continuing Challenge for Decision, 21 Mich. St. Int'l L. Rev. 337 (2013), available at http://scholarship.law.ufl.edu/facultypub/612 This Article is brought to you for free and open access by the Faculty Scholarship at UF Law Scholarship Repository. It has been accepted for inclusion in UF Law Faculty Publications by an authorized administrator of UF Law Scholarship Repository. For more information, please contact [email protected]. THE HOLOCAUST AND MASS ATROCITY: THE CONTINUING CHALLENGE FOR DECISION * Winston P. Nagan & Aitza M. Haddad"~ Figure 1: Contemporary Art Expressions Symbolizing the Horror of the Holocaust' * Winston P. Nagan, J.S.D. (1977) is a Sam T. Dell Research Scholar Professor of Law at the University of Florida College of Law. He is widely published in human rights, a fellow of the RSA, and the interim Secretary General of WAAS. He is also an affiliate Professor of Anthropology and Latin American Studies and the Director of the University of Florida Institute for Human Rights, Peace and Development. ** Aitza M. Haddad, J.D. (2010), LL.M. -
Genocide and the Indians of California, 1769-1873 Margaret A
University of Massachusetts Boston ScholarWorks at UMass Boston Graduate Masters Theses Doctoral Dissertations and Masters Theses 5-1993 Genocide and the Indians of California, 1769-1873 Margaret A. Field University of Massachusetts Boston Follow this and additional works at: http://scholarworks.umb.edu/masters_theses Part of the Native American Studies Commons, and the United States History Commons Recommended Citation Field, Margaret A., "Genocide and the Indians of California, 1769-1873" (1993). Graduate Masters Theses. Paper 141. This Open Access Thesis is brought to you for free and open access by the Doctoral Dissertations and Masters Theses at ScholarWorks at UMass Boston. It has been accepted for inclusion in Graduate Masters Theses by an authorized administrator of ScholarWorks at UMass Boston. For more information, please contact [email protected]. GENOCIDE AND THE INDIANS OF CALIFORNIA , 1769-1873 A Thesis Presented by MARGARET A. FIELD Submitted to the Office of Graduate Studies and Research of the Un1versity of Massachusetts at Boston in partial fulfillment of the requirements for the degree of MASTER OF ARTS MAY 1993 HISTCRY PROGRAM GENOCIDE AND THE I NDIAN S OF CALIFORNIA, 1769-187 3 A Thesis P resented by MARGARET A. FIELD Approved as to style and content by : Clive Foss , Professor Co - Chairperson of Committee mes M. O'Too le , Assistant Professor -Chairpers on o f Committee Memb e r Ma rshall S. Shatz, Pr og~am Director Department of History ACKNOWLEDGEMENTS I wish to thank professors Foss , O'Toole, and Buckley f or their assistance in preparing this manuscri pt and for their encouragement throughout the project . -
“The Law of Incitement” (PDF)
THE LAW OF INCITEMENT United States Holocaust Memorial Museum Symposium "Speech, Power and Violence" ∗ by Gregory S. Gordon I. INTRODUCTION This essay will explore the origins and development of the crime of direct and public incitement to commit genocide. It will begin with an historical analysis of the epochal Nuremberg decisions regarding Nazi hate-mongers Julius Streicher, Hans Fritzsche and Otto Dietrich. Although these decisions did not deal explicitly with incitement as a separate crime, they laid the groundwork for future development of incitement as a crime in its own right. The essay will then examine the official birth of the incitement crime with the adoption of the 1948 Convention on the Prevention and Punishment of Genocide ("Genocide Convention"). From that point through the next forty-five years, the crime was not actually applied. But that changed with the creation of the International Criminal Tribunal for Rwanda (ICTR), which vigorously prosecuted incitement to genocide. Through a series of cases that progressively fleshed out elements of the crime, the ICTR jurisprudence set out the materials necessary to construct a legal framework necessary to analyze incitement. That framework was put to good use in the Canadian immigration context in the case of Rwandan politician Leon Mugesera, who delivered an infamous pre-1994 speech calling for genocide through a series of violent and macabre metaphors. The essay will conclude with an analysis of the most recent ICTR case to apply and develop the incitement framework -- Prosecutor v. Simon Bikindi. Bikindi, a popular songwriter, composed music and lyrics that provoked ethnic hatred toward Tutsis.