I had read and heard a little bit about genocide occurring in Sudan previously, but today my eyes were opened wide to this reality.

This happened in the context of a multi-site videoconference involving the US Holocaust Museum in Washington D.C., the University of Oklahoma in Norman, The University of Texas at Dallas, and Texas Tech University in Lubbock. The initial sessions in the morning focused on the origins of the Holocaust in Europe, but follow-up discussions focused on Darfur.

Pending approvals, I am hopeful we’ll be able to publish both morning sessions as audio podcasts and perhaps enhanced podcasts on the TTU College of Education podcast channel soon. When those are published, I will post links here.

For now, I want to alert everyone to the Museum’s Committee on Conscience website, and the Call to Action portion of the site. I have added a link to the Voices on Genocide Prevention podcast to my blogsite sidebar.

I have multiple ideas on this, but let me summarize briefly. In Nazi Germany in the 1930s and early 1940s, the government had a monopoly on media control. This situation is radically different today in 2006, in our web 2.0 environment where anyone with access to the web can publish their ideas and make their voice heard. We need to leverage these communicative powers of the read/write web in the specific case of pressuring governments to stop ongoing genocide in Darfur (Sudan), and more broadly in the cause of stopping and preventing genocide worldwide.

If you don’t read anything else, read this: “What Can I Do to Help Prevent Genocide?” Share this with your students and other teachers. The suggestions are:

  1. Keep informed.
  2. Contact the media.
  3. Communicate with the government.
  4. Support relief efforts.
  5. Get engaged in your community.
  6. Support the museum.

We who live part of our lives in the blogsophere do a lot of talking and writing. The need to stop genocide taking place in 2006 is surely an issue we can all rally around and take action on to help make a difference.


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