3周前(2009年2月18日),聯合國與柬埔寨共同組建的柬埔寨法院特別法庭開庭提審,拉開審判前紅色高棉成員及主要領導人的序幕,並初步認定30年前紅色高棉時期有170萬人無辜死亡。
背景介紹:
Cambodian Genocide Program
http://www.yale.edu/cgp/
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Cornell University Summer Section
ASIAN 2225 Literature, Politics, and Genocide in Cambodia
This course is only offered in the Summer Session.
June 22-July 31, 2009
Instructor:Chigas, G.
Max. enrollment: 35
Distance learning
http://www.sce.cornell.edu/ss/courses/on/courses.php?action=course&f=COURSEID&v=1904
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Course description
This course examines various literary, historical, and political responses to the Cambodian genocide, particularly literary testimony by survivors and governmental efforts to bring the perpetrators to justice. The course considers how historical and political responses often use survivor testimony for individual purposes, thereby questioning the credibility of the testimony and undermining both the process of healing for survivors as well as the serving of justice. To pursue these questions, students read selections from novels and poetry written by Cambodian survivors, along with historical accounts of the genocide and analyses of attempts by the Cambodian government and the international community to bring the perpetrators to justice.
________________________________________
背景介紹:
Cambodian Genocide Program
http://www.yale.edu/cgp/
__________________________________________________________________________
Cornell University Summer Section
ASIAN 2225 Literature, Politics, and Genocide in Cambodia
This course is only offered in the Summer Session.
June 22-July 31, 2009
Instructor:Chigas, G.
Max. enrollment: 35
Distance learning
http://www.sce.cornell.edu/ss/courses/on/courses.php?action=course&f=COURSEID&v=1904
______________________________________
Course description
This course examines various literary, historical, and political responses to the Cambodian genocide, particularly literary testimony by survivors and governmental efforts to bring the perpetrators to justice. The course considers how historical and political responses often use survivor testimony for individual purposes, thereby questioning the credibility of the testimony and undermining both the process of healing for survivors as well as the serving of justice. To pursue these questions, students read selections from novels and poetry written by Cambodian survivors, along with historical accounts of the genocide and analyses of attempts by the Cambodian government and the international community to bring the perpetrators to justice.
________________________________________