Returning to the article “From comparative to international genocide studies: The international production of genocide in 20th-century Europe” Shaw continues to beg the question, “What is ‘international’ about genocide?” Interestingly enough, Shaw uncovers how the ‘international’ is vital to genocide conceptualization given that it hinges on the acceptance of the modern Westphalian State System and its values/binaries (655). As a result, contemporary genocide is linked to the “nation” as opposed to “race” and ”empire” which are linked to the genocide in the colonial context. This builds upon the discourse by Moses, Teschke, and Levene who have assessed genocide through IR state system theory and evolution, that have left Shaw wondering, “how have IR in general changed over time, and what are the relationships between these trends” (655)? Although the answer to Shaw’s question is beyond this paper, the critical imperative to understand genocide as situated beyond state centric, artificial constructions, that can possibly inform whether or not these “constructions” promote or prevent genocide is …show more content…
However, not only did he fail to address all three, there was no mention of the word “justice” even once, despite the fact that he acknowledges Leven’s claim that the international system of nation-states “... is itself a root cause of modern genocide” (Shaw 654). Martin Shaw understood the colonial pasts dependence and instrumentalization on “mega-genocides” and the legacies of contemporary statehood founded on blood, and yet, does not engage with the concept of enduring injustice and political memory where the connection from the past and modern issues surrounding genocide, statehood, and identity could be bridged and made
Though the event occurred almost twenty-one years ago, the Rwandan genocide of 1994 has prompted much discussion about what truly caused the deaths of an estimated 800,000 civilians. Scott Straus, a political scientist and author of The Order of Genocide: Race, Power, and War in Rwanda, makes the claim that it is very difficult to precisely identify what began the genocide in Rwanda for a number of reasons, and also comments that many of the beliefs in regards to the causes and evolution of genocide in Rwanda are incomplete. In his book, Straus focuses on three main aspects: to look closely at the local dynamics of the genocide, to produce an assessment of explanations, and finally to develop a theory that would explain the genocide in Rwanda.
Nothing good ever comes out of violence.Two wrongs never make it right, but cause harm. Contemporary society has not responded enough legacies of historical globalization. This essay will cover the following arguments such as residential schools, slavery and the Sierra Leone civil war.
The physical and mental intent to destroy another being often unveils the darkest side of human nature. In the memoir, “An Ordinary Man: An Autobiography” dedicated to the Rwandan genocide, war hero Paul Rusesabagina states: “A sad truth of human nature is that it is hard to care for people when they are abstractions, hard to care when it is not you or somebody close to you. Unless the world community can stop finding ways to dither in the face of this monstrous threat to humanity those words never again will persist in being one of the most abused phrases in the English language and one of the greatest lies of our time.” The United Nations promised never again would they allow genocide to occur after the Second World War. Unfortunately, less
Stanton, Gregory H. "Genocides and Conflicts." World Without Genocide. World Without Genocide, 7 May 2013. Web. 14 Apr. 2014. .
“The Rwandan Genocide represents one of the worst human security failures, and the consequences still reverberate through the Great Lakes region of Africa nearly ten years later”, writes the Commission on Human Security in 2003. “Therefore, realizing human rights lies at the core of protecting and empowering people” (Bodelier, 2011). Canada's lack of response to the Rwandan Genocide was unfortunate, and it allowed for questioning of Canada's continued strength in peacekeeping operations, something Canada had been instrumental in creating merely 40 years prior. It is necessary to examine Canada's role within the international community's failure, to understand what external factors can still influence Canada's foreign policy, and to therefore
A total of 11 million people died during the Holocaust. The Holocaust was started by the Nazi’s in the 1930’s. It was were about six million Jews were killed. Misinformed individuals theorize that the Holocaust is not a form of genocide but they are misguided. The Holocaust should be considered an example of genocide based on the UN’s definition, the stages of genocide and the specific evidence provided in the memoir Night.
The word genocide was derived from the Greek root genos (people) and the Latin root cide (killing), and did not exist in the English language until 1944, which was the end of World War II (Power). According to the Merriam-Webster dictionary, genocide is “the deliberate and systematic destruction of a racial, political, or cultural group.” Such violence occurred during the Holocaust and during the separation of Bosnia and Herzegovina. The problems of ethnic cleansing and repression have become so prevalent in the last century that they have contributed to two world wars, over fourteen million deaths, and a new word. United Nations Secretary-General, Ban Ki-moon, said, “Far from being consigned to history, genocide and its ilk remain a serious threat. Not just vigilance but a willingness to act are as important today as ever.”
...he human depravity one can imagine. Even though Genocide did not begin with the Holocaust, Germany and Adolf Hitlers’ heartless desire for “Aryanization” came at the high cost of human violence, suffering and humiliation towards the Jewish race. These warning signs during the Holocaust, such as Anti-Semitism, Hitler Youth, Racial profiling, the Ghettos, Lodz, Crystal Night, Pogroms, and Deportation unraveled too late for the world to figure out what was going on and help prevent the horrors that came to pass. The lessons learned from all of this provide a better understanding of all the scars genocide leaves behind past and present. In spite the ongoing research in all of these areas today, we continue to learn new details and accounts. By exploring the various warning signs that pointed toward genocide, valuable knowledge was gained on how not to let it happen again.
SAINATI, TATIANA E. "Toward A Comparative Approach To The Crime Of Genocide." Duke Law Journal 62.1 (2012): 161-202. Academic Search Premier. Web. 25 Nov. 2013
History aims to examine the actions and legacy of mankind. The past is filled with the achievements that humans have reached, however, history also shows us the evil that man is capable of. No atrocity against mankind is more heinous than the act of genocide. Genocide is the aim to destroy all (or part of) of a racial, religious, ethnic, or national group of people. This paper will examine two famous cases of genocide in history: The holocaust of Jews and other groups in Nazi Germany, and the destruction of the Congolese people under Belgian colonialism. The Holocaust remains as one of the main legacies of Hitler and the Nazi party, who claimed an estimated 11 million victims, 6 million of which were Jews. Comparatively, the Congolese Genocide
Paradigms of Genocide: The Holocaust, The Armenian genocide, and Contemporary Mass Destructions, 156-168. Sage Publications Inc., 1996. Retrieved from http://www.jstor.org/stable/1048550
The intentional murder of an enormous group of people is near unthinkable in today’s society. In the first half of the twentieth century, however, numerous authoritarian regimes committed genocide to undesirables or others considered to be a threat. Two distinct and memorably horrific genocides were the Holocaust perpetrated by Nazi Germany and the Holodomor by the Soviet Union. In the Holocaust, The Nazis attempted to eradicate all European Jews after Adolf Hitler blamed them for Germany’s hardship in recent years. During the Holodomor, Joseph Stalin and the Soviet Union attempted to destroy any sense of Ukrainian nationalism by intentionally starving and murdering Ukrainian people. The two atrocities can be thoroughly compared and contrasted through the eight stages of genocide. The Holocaust and Holodomor shared many minor and distinct similarities under each stage of genocide, but were mainly similar to the methods of organization, preparation, and extermination, and mainly differed
Various schools of thought exist as to why genocide continues at this deplorable rate and what must be done in order to uphold our promise. There are those who believe it is inaction by the international community which allows for massacres and tragedies to occur - equating apathy or neutrality with complicity to evil. Although other nations may play a part in the solution to genocide, the absolute reliance on others is part of the problem. No one nation or group of nations can be given such a respo...
When 1937 arrived, Japanese soldiers raided China’s capital of Nanking and began to mass murder citizens. A sole leader of the Japanese Imperial Army was non-existent. There were many of people in power such as generals who allowed these behaviors to occur. Baron Koki Hirota, Foreign minister at the time, proceeded to do nothing while being well aware of the Japanese’s persecution of the Chinese. These unsympathetic murders of those who were thought to be Chinese soldiers as well as woman, children and elderly. This massacre lasted between the 1937 and 1938. Within this time 300,000 Chinese citizens were viciously killed. This genocide is called Rape of Nanking because of raping the woman before killing them. Most likely this group was selected because the second world war happened in Asia. This was significant because a country was able to kill half the population of another. I believe the reason of this Genocide was for Japan to take advantage of China while expand Japan. Most likely the Japanese wished to exterminate China’s entire population.
Print. The. Hymowitz, Sarah, and Amelia Parker. " Lessons - The Genocide Teaching Project - Center for Human Rights & Humanitarian Law." American University, Washington College of Law. American UniversityWashington College of Law Center for Human Rights and Humanitarian Law, 2011.