The author describes the dilemmas of teaching about rape-as-genocide, focusing on Rwanda, Darfur, and Congo. While theoretically and methodologically sophisticated academic writings are a crucial part of the pedagogical approach described here, the author's focus is on the dilemmas associated with using testimonials and memoirs, documentaries, and commentaries. It is argued that such discourse helps make the subject matter more accessible to undergraduates. One of the key issues that arises from this discussion is students' preference for first-hand accounts. Excerpts from the students' writing dispersed throughout the article provide an essential and frank assessment of the importance of the approach described. The method of instruction encompasses pedagogical issues that cut across disciplines and will appeal to instructors in a broad range of fields. The author systematically analyzes students' written work for evidence of learning.


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pp. 310-322
Launched on MUSE
Open Access
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