Course: Genocide and Group Hostility
Genocide and Group Hostility
In this course we will explore genocide and group hostility, using example cases such as the Rwandan genocide, the Srebrenica genocide, and the Yazidi genocide.
Introduction video by course leader Ingvill Plesner

The UN Genocide Convention was made in 1948 in the aftermath of the Holocaust. With this historical and legal reference, we will explore selected cases from recent times affecting different ethnic and/or religious groups: Tutsis in Rwanda, Bosnian Muslims in Bosnia-Herzegovina (Srebrenica), and Yazidis in Iraq and Syria. When discussing genocide and other mass atrocities, we will also consider more recent examples, like the atrocities perpetrated against the Rohingyas in Myanmar and those in the Gaza Strip. The main questions and topics addressed in this course, however, have general and universal relevance.

Course Aims

This course will provide resources that enable you to

  • Recognize shared characteristics and key differences that define genocide and other mass atrocities
  • Understand genocide through the lens of different cases from recent years
  • Explore the relationship between group hostility, religious identity, gender, and genocide
  • Recognize warning signals that may escalate to genocide or other mass atrocities, and gain insight into preventive measures
  • Learn about different legal and non-legal approaches to restoration after genocide.
Course Modules

This course is divided into four main modules, addressing the following main topics:

    • the definition of genocide according to the UN Genocide convention; other conceptions of genocide; and on use/misuse of the term
    • differences and similarities between genocide, ethnic cleansing, and other mass atrocities
    • the impact of group hostility and dehumanization for legitimizing genocide, as well as political/contextual and other factors used to mobilize for genocide
    • recognition of warning signals, possible escalations towards genocide
    • mechanisms for prevention of genocide including indicators
    • mechanisms for settlements to combat impunity after genocide
    • models for reconciliation after genocide
Teaser on video experts
Approach / Methodology

This course is research based and inter-disciplinary. It integrates international human rights law with perspectives from other disciplines such as history and political science. The course is also characterized with a comparative and case based approach.

How to use the course

This course makes use of audio-visual tools such as expert interviews and short documentary films. It also includes some fact boxes and short articles in drop-down menus. At the end of each module, you will find “Questions for reflection” and a section presenting “Additional resources” for further case studies and analysis. These can be applied alone or as a basis for group or classroom discussions. You can also apply what you have perceived by way of quiz as an interactive element before moving to the next module.

If you don’t finish the course in one session, you can continue later from the same computer and browser you are using now.
Start the course
Module 1: Genocide
How is genocide defined in international law, and what distinguishes genocide from other mass atrocities?
Introduction
Diversity in Tunisia
Questions to the films
  1. What do the stories in these films reveal about religious diversity in the country?
  2. Do you think these films fully represent the religious diversity within the country?
  3. Do these films in any manner challenge your conception of Tunisia’s cultural identity?
Diversity in other countries
Questions to the films
  1. What do the stories in these films reveal about the religious diversity in these countries, and how do they compare to each other?
  2. Do you think these films fully represent the religious diversity within these countries?
  3. If not, how can you gather information about religious diversity within these countries? (For example, through a Google search, talking to people from these countries, etc.)
Expert video
Questions for Reflection
  • 1
    Does religious diversity exist in your local community, and if it does, how is it evident?
  • 2
    Do you think that other forms of diversity are overlooked in your local community? If so, what, and why do you think this is the case?
  • 3
    How is religious diversity expressed through religious buildings?
  • 4
    How do individual practices express religious diversity? (For example, through lived experiences, clothing, feasts, festivals, and other visual expressions)
  • 5
    How do you think representation of religious diversity enables or limits the ability of people’s sense of belonging to a nation?
Go to next module
Module 2: Stereotypes & Challenges
This module aims to address the challenges related to religious diversity. It explores the internal diversity within religious groups and the potential risks of creating stereotypes when attempting to define these groups.
Introduction
Questions for Reflection
  • 1
    Based on the films from Module 1, do you notice differences in how the same religion is practiced in different countries?
  • 2
    How could lack of knowledge or ignorance about diversity within religious group lead to stereotypes?
Hidden facts
Questions to the film
  1. How can encounters with people from different faiths contribute to combating stereotypes?
  2. Could such encounters contribute to creating stereotypes? And how can this be avoided?
Place among the stars
Questions to the film
  1. What do you think this fictional film communicates about identity, humanity & group hostility in conflict situations, from both the perspectives of perpetrators and victims?
Questions for Reflection
  • 1
    Do you think there is a connection between gender stereotypes and challenges within religions?
  • 2
    Can you identify any instances where stereotypes about religious beliefs led to discrimination or conflict? How were these challenges addressed?
  • 3
    Reflect on your own views on religious diversity. Do you think any form of stereotypes have influenced those views, and do you feel it is important to challenge them?
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Module 3: Interfaith Excursion & Dialogue
This module explores how interfaith dialogue promotes peaceful coexistence among diverse religious backgrounds. It specifically investigates the effectiveness of interfaith excursions as a tool for achieving this objective.
Introduction
Interfaith Dialogue in Tunisia
Questions to the film
  1. In what way can interfaith excursion contribute to a sense of community between people with different religious identity?
  2. How can we include religions that do not have traditional religious buildings into the interfaith excursion or dialogues?
Interfaith Dialogue in other countries
Questions to the films
  1. When comparing the films, do you notice alternatives/ differences in how interfaith dialogue is practiced in different countries?
  2. When looking at the films, do you notice any differences in how these interfaith excursions were organized?
Expert video
Questions for Reflection
  • 1
    Do you know or can you get information about interfaith dialogue in your country? If so, what is the role of women in such dialogues?
  • 2
    What according to you are the essential elements of a successful interfaith dialogue?
Go to next module