Featured Film/Book

Review for UM CHGS

May 6, 2025

As academic interest in settler colonialism has increased, so have innovative studies. In her most recent book, Settler Garrison: Debt Imperialism, Militarism, and Transpacific Imaginaries, Jodi Kim (Professor in the Department of English and Creative Writing at Dartmouth) takes on the topics of military and transpacific history, imperial conquest and neoimperialism, and how US outposts paradoxically reproduce liberation and domination.  Although this, at first glance, seems a lot to consider in one work, Kim’s brilliant study deftly interrogates the development of U.S. military imperialism in the transpacific as inextricable from debt imperialism and the neoliberal world order.

Cover of Jodi Kim’s Settler Garrison. Debt, Imperialism, Militarism, and Transpacific Imaginaries 

(Duke University Press, 2022)

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Baby Tooth Survey Pledge Card, Missouri Encyclopedia: https://missouriencyclopedia.org/groupsorganizations/baby-tooth-survey-st-louis  

From 1959-1970, the communities of Saint Louis, Missouri were tasked with a unique mission: sending in the teeth of children to a newly formed initiative called the Baby Tooth Survey. Founded by physicians Louise and Eric Reiss, this project was in collaboration with Saint Louis University and the Washington University of Dental Medicine with the primary goal of proving the traces of radioactive contamination within children’s bodies. This radiation was caused by hundreds of atmospheric nuclear tests conducted by the U.S. government in Nevada, New Mexico, and the Marshall Islands. Strontium-90, one particularly harmful radioactive isotope, was contaminating water and dairy in the United States, thereby polluting milk products being consumed by children which would be absorbed into bones and teeth. The indisputable findings of harmful radioactive levels in children documented by this initiative led President John F. Kennedy to sign the Partial Test Ban Treaty in 1963, which banned all nuclear tests except those detonated underground. This harrowing narrative led by housewives and mothers plays an important role in the history of anti-nuclear activism, which is captured by director Hideaki Ito in his documentary film Silent Fallout: Baby Teeth Speak (2023). 

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Eighty-nine years ago, a famine swept Ukraine, a result of intentional policies instituted by the Soviet government. A combination of confiscated harvests and the rejection of aid lead to the starvation of millions of Ukrainians (the exact number is still debated, as reflected in a graduate student panel hosted by CHGS last year). The name given to this man-made famine, Holodomor, means to kill by starvation. 

Although recognized by several international organizations and several nations as genocide, including the United States since 1984, the Holodomor is still little understood, and even less taught in the U.S. In a survey CHGS conducted of educators, less than 6% of teachers had an understanding of the Holodomor, and even fewer included it in their classroom lessons. Much of the shroud surrounding the genocide can be attributed to secrecy implemented by the Soviet government; understanding and awareness were kept under wraps until the fall of the Iron Curtain and the collapse of the Soviet Union. 

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 “Beautiful feelings make for bad literature.” French literary tradition has proved André Gide’s assertion wrong, of course. “Beautiful feelings” of empathy and commitment to equity infuse Victor Hugo’s Les Misérables and Emile Zola’s Germinal, which have remained on the international bestseller list for over a century.

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Recently, I had the opportunity to attend the virtual Minneapolis-Saint Paul International Film Festival, specifically a showing of short films about activism. While I watched several shorts, it was the gut-wrenching work of Director E.G Bailey in his film “Keon” that still has me reflecting on anti-Black violence in the United States and the racial climate in Minneapolis.

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Until We Find Them (2021) is a short documentary film directed by Hunter Johnson that premiered at the 40th Minneapolis St. Paul International Film Festival. At first glance, it is an intimate portrait of the affective and working relationship between two journalists residing in Guadalajara, Jalisco. But as we look into the lives of Darwin Franco and Dalia Souza, reporters for ZonaDocs, we experience the way in which the journalists interact daily with the universe of disappearances in México, which, in the context of The War against Drugs, has generated more than 80,000 disappearances. 

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Harry Harootunian is a Detroit born Armenian-American distinguished historian of Japan and scholar of Marxist theory at the University of Chicago and New York University. Born to a family of Armenian Genocide survivors in 1929, Harootunian achieved renown in academia for his pathbreaking studies of early modern Japan and Japanese cultural and intellectual history. 

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Genocide studies has always been characterized by its interdisciplinarity. The consolidation in the last few decades of visual studies (including film and media) as academic fields, has allowed for a far more rigorous analysis of images of genocides that rests upon formal and semantic expertise specific to audio-visual representation. Thus, it is no longer a matter of invoking images as illustrations, but rather of wondering in what ways they contribute both to the knowledge of events and to the transmission of memory, whether individual or collective.

To interpret images of genocide consequently involves a double competence, which puts genocide specialists (historians, anthropologists, sociologists, psychologists, among others) and image analysts (semiologists, film or photography historians, new media specialists) in a separately delicate situation. The task demands the command of theory and methods within multiple scholarly fields, including specific instruments for the analysis of visual texts. The question continues to be: what can the image contribute –as iconography and as a visual narrative– to the comprehension of genocide and mass violence that could not be gained from other available documents which were traditionally studied by the discipline of history. This is a far reaching and complex question, and therefore its answers must be both ambitious and open to discussion and contestation.

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The roots of today’s racial and religious structures can be found in late medieval Spain and its colonies. It was in the Iberian Peninsula, during the fifteenth century, that terms like raza (race) and linaje (lineage) went from being used to describe horse or dog breeding to being applied to Jews and “Moors.” This switch coincided with the appearance of anti-converso ideologies, which would turn theological categories (like Jew and Muslim), into biological ones (limpieza de sangre).

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Teaching about Genocide (Volume I), the first of a two-volume series edited by well-known Holocaust and genocide education scholar Samuel Totten, provides cogent, practical advice for those wishing to bring this difficult topic into their classrooms. The book builds on Totten’s previous work but is unique in its specific focus on combining insights from both secondary and post-secondary educators in each volume. Roughly half of the chapters were written by secondary educators, with the remaining composed by post-secondary professors and instructors. This combination helps to bridge the persistent gap between academic genocide studies research and secondary classroom teaching about genocide. Indeed, as a high school teacher of a semester-long comparative genocide studies course, I have often struggled to find ways to approach various aspects of genocide with my students. This volume both reaffirms the importance of genocide education while providing practical support for classroom teachers.

The necessity for such a work at this moment is clear. While the Holocaust, especially since the mid-1990s, has become a mainstay of American K-12 school curriculum, teaching about so-called “other” genocides or “genocides other than the Holocaust,” has become increasingly common across the country. Though, despite this trend, few resources exist for educators, who, are often left to teach such difficult topics with little content or pedagogical support.

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