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The propaganda efforts of the authoritarian Aliyev regime in Baku and the general Western ignorance of the history of the South Caucasus have contributed to the lack of meaningful response to the genocidal aggression that Azerbaijan has inflicted on the indigenous Armenians of Artsakh, known to many as Nagorno-Karabakh. The humanitarian crisis created by the Azeri blockade of the Lachin Corridor is only the most recent step in a process of cleansing the region of its Armenian population, a process that began in the early years of the twentieth century. The Ottoman Turkish genocide of Armenians in 1915–1923 is not a distinct event of the past but a process whose ideology is central to the Azeri-Turkish genocidal violence perpetrated against Armenians in the present. An integral component of the processes of genocide is cultural heritage destruction as noted by Raphael Lemkin. The erasure of most signs of the indigenous Armenian presence on its historic homeland was particularly pronounced in the decades following the Armenian Genocide and continues today. Cultural erasure went hand in hand with Turkish state genocide denial and the rewriting and mythologizing of its national narrative. Azerbaijan has been following a similar playbook since the collapse of the Soviet Union. These genocidal processes of denial, heritage destruction, and the rewriting of history are what I describe as “genocide by other means.”
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Abstract The Armenian Memory Project (AMP) is a collaborative effort designed to harness the energy and resources of the University of Connecticut and the New England Armenian community for the goal of fostering greater understanding of the region’s Armenian cultural heritage and the impact human rights crimes had on the Armenian community. In 2019, students and faculty from the university worked with Armenian American institutions and individuals on an initial component of the AMP, employing digital media technology to tell the story of one immigrant Armenian family, the Dildilians. A unique course was created to produce a documentary film centring around this family’s experiences in Ottoman Turkey before, during, and after the Armenian Genocide. Designed and taught by a documentary filmmaker with support from a family archivist/historian, the course brought students together in a collaborative learning experience. By immersing themselves in the family’s extensive photograph archive, these students came to understand the important role that the past continues to play in the lives of present-day Armenians. Furthermore, by taking on the responsibility as storytellers of the Dildilian narrative, students developed a deeper identification with this distant history and, in a wider sense, an appreciation for the ethical value of memory in bearing witness to the past. This collaborative and participatory framework for teaching using archival collections can serve as a model for creating a transformative learning experience in the study of human rights, war, and genocide.
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