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Research Journal Day 3

Page history last edited by Lynell Butler-Williams 7 years, 3 months ago

 

                          Stages 1 and 2 of Genocide 

 

 

 1. CLASSIFICATION: All cultures have categories to distinguish people into “us and them” by ethnicity, race, religion, or nationality: German and Jew, Hutu and Tutsi. Bipolar (characterized by opposite extremes) societies that lack mixed categories, such as Rwanda and Burundi, are the most likely to have genocide. In order to prevent genocide at this early stage, institutions that are above ethnic or racial divisions need to actively promote tolerance and understanding. The Catholic church could have played this role in Rwanda, had it not been split by the same ethnic divisions as Rwandan society. Promotion of a common language in countries like Tanzania has also promoted a single national identity. This search for common ground is vital to early prevention of genocide.

 

2. SYMBOLIZATION: We give names or other symbols to the classifications. We name people “Jews” or “Gypsies”, or distinguish them by colors or dress; and apply the symbols to members of groups. Classification and symbolization are a part of daily life and do not necessarily result in genocide unless they lead to the next stage, dehumanization. When combined with hatred, symbols may be forced upon unwilling members of outcast groups: the yellow star for Jews under Nazi rule, the blue scarf for people from the Eastern Zone in Khmer Rouge Cambodia. To combat symbolization, hate symbols can be legally forbidden (swastikas) as can hate speech. Group marking like gang clothing or tribal scarring can be outlawed, as well. The problem is that legal limitations will fail if the popular cultural does not support the laws. Though Hutu and Tutsi were forbidden words in Burundi until the 1980’s, code-words replaced them. If widely supported, however, refusal of symbolization can be powerful, as it was in Bulgaria, where the government refused to supply enough yellow badges and at least eighty percent of Jews did not wear them, depriving the yellow star of its significance as a Nazi symbol for Jews.

 

 

 

 

Answer in the comment section below:

1. Give examples of the classifications and symbolization that you see here at SWA and in American society?

2. Give two examples of classification and symbolization that occurred in the country that you researching?

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