How do we understand and represent atrocities? What are the challenges we face in teaching and learning about extreme events? This is a multi-focused, multidisciplinary exploration of key questions in contemporary genocide studies.

Understanding Atrocities is a wide-ranging collection of essays bridging scholarly and community-based efforts to understand and respond to the global, transhistorical problem of genocide. The essays in this volume investigate how evolving, contemporary views on mass atrocity frame and complicate the possibilities for the understanding and prevention of genocide.

The contributors ask, among other things, what are the limits of the law, of history, of literature, and of education in understanding and representing genocidal violence? What are the challenges we face in teaching and learning about extreme events such as these, and how does the language we use contribute to or impair what can be taught and learned about genocide? Who gets to decide if it’s genocide and who its victims are? And how does the demonization of perpetrators of atrocity prevent us from confronting the complicity of others, or of ourselves?

Through a multi-focused and multidisciplinary investigation of these questions, Understanding Atrocities demonstrates the vibrancy and breadth of the contemporary state of genocide studies.

Chapter 9 - Thinking about Nazi Atrocities Without Thinking About Nazi Atrocities: Limited thinking as Legacy in Schlink's The Reader

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