Module Learning Outcomes

1. Evidence your understanding of the complex ways in which genocide and mass violence affects societies, communities and individuals in the short, medium and long-term
Knowledge and understanding, Analysis

2. Critically reflect on the various approaches to evidence gathering, narrative creation and memorialisation efforts in the aftermath of genocide and mass violence
Reflection and problem solving

3. ¿Demonstrate a degree of specialism in topics connected to the aftermath of genocide and its resonance in modern society
Learning and analysis

ADDITIONAL ASSESSMENT DETAILS
Please link Assessment to Learning Outcomes
This module will be assessed by
1) An essay that focuses on a specific site or event chosen by the student, critically exploring the themes and issues that it generates [L0 1,2,3]
2) Engagement in discussion and online debates [L0 1,2]

INDICATIVE CONTENT

This module examines the repercussions of genocidal acts on societies, communities and individuals as well as the impact that these have upon the ability of forensic archaeologists to investigate them. Focusing on the aftermath of mass violence, it provides a critical evaluation of how war crimes investigations, searches for missing persons, memorialisation and education may all be affected by the nature and extent of genocide and human rights abuses in the short, medium and long term, and how they too can influence understandings of traumatic events.

Topics covered will include
Introduction to the aftermaths of genocide and mass violence
War crimes investigations
Missing Persons
Forgotten narratives / Competing narratives
Genocide and religion
Corpses of genocide and mass violence
Memorialisation
(Re)Presenting genocide and mass violence
Education and prevention

WEB DESCRIPTOR

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Learn about the legacies of genocide and develop strategies for post-conflict recovery. On this module you will examine the repercussions of genocidal acts on societies, communities and individuals as well as the impact that these have upon the ability of forensic archaeologists to investigate them. This focus on the aftermath of mass violence will also allow you to critically evaluate how war crimes investigations, searches for missing persons, memorialisation and education may all be affected by the nature and extent of genocide and human rights abuses in the short, medium and long term, and how they too can influence understandings of traumatic events.

LEARNING STRATEGIES

Technology Enhanced Learning represents a core means of delivery. Technology forms an important element of both our teaching and research at the Centre of Archaeology. The online taught sessions will include a wide variety of media types and approaches. All teaching is done using a set of weekly readings and tasks on Blackboard; We use the available technologies to give DL students the opportunity to engage directly with staff and each other. The team’s approach to technology enhanced learning is to use it to close the distance between staff and students. Blackboard collaborate provides on-line meeting rooms where distance-learning students can meet with each other and with staff. It also supports the various webinars we run on the Masters Programme. Audio feedback both on discussion board posts and assignments is given by some members of staff, and this has proved a popular way of ensuring a stronger sense of direct personal contact with tutors. Microsoft Teams calls will frequently replace phone calls and this direct form of communication with students around the world is an invaluable way of making all students feel part of the University and its learning community. Social media will also play an important role in the delivery of the module. The Centre of Archaeology Facebook page, the Centre of Archaeology website, and several specific project web platforms all contain a huge volume of material that is highly relevant to the content of this course and they will represent important resources for information, debate, and engagement.

Tutors will provide supporting materials and formative assessments to help you explore the topics further. Discussion and debate will be encouraged, and a number of different media types will be used throughout the course to allow you to engage with the subject matter. The self-directed study also makes up an important part of the module that will enable you to become a more independent learner and help prepare you for doctoral study or employment.

REFERENCE TEXTS

Dreyfus, J. M., & Anstett, É. (Eds.). 2016.¿Human remains in society: Curation and exhibition in the aftermath of genocide and mass-violence. Manchester: Manchester University Press.

Sturdy Colls, C. 2016. ‘The Investigation of Historic Missing Persons Cases: Genocide and ‘Conflict Time’ Human Rights Abuses’ in¿Morewitz, S. and Sturdy Colls, C. Handbook of Missing Persons. New York: Springer, pp. 551-574.

Hölscher, D., Kanamugire, C., & Udah, H. (2020). A Matter of lies and death-Necropolitics and the question of engagement with the aftermath of Rwanda’s Genocide.¿Journal of Gender Studies,¿29(1), 34-48.

Nettelfield, L. J., & Wagner, S. 2014.¿Srebrenica in the Aftermath of Genocide. Cambridge: Cambridge University Press.

RESOURCES

Supplied course packs of readings; ebooks and e-journals, relevant websites.
Blackboard VLE
Computer with internet access; students’ own textbooks