“Why Isn’t This in My Social Studies Class?” Learning About Genocide in a Summer Institute

• In Event: Roundtable Session 11
  In Roundtable Session: Critical Perspectives on the Social Studies

Abstract

This study examined 17 secondary students enrolled in a summer institute for human rights/genocide education that took place at an educational center in New York. Data collected included seven day-long observations, individual and focus group interviews, and all artifacts. By employing a qualitative design that hewed closely to the social constructivist paradigm (Crotty, 1998), we found that, while the students felt empowered by the Summer Institute and their self-efficacy was heightened during the experience, they questioned the disconnect between the Institute and their social studies classrooms. In comparing the two, although they wished there were more rigorous and authentic experiences in their classes many cited inspirational teachers who fostered caring about human rights issues.

Authors

• Robert Lawrence Dahlgren, SUNY - College at Fredonia

• Jill M. Gradwell, Buffalo State College - SUNY

• Misty Dawn Rodeheaver, Buffalo State College - SUNY