William G. Dever is recognized as the doyen of North American archaeologist-historians who work in the field of the ancient Levant. He is best known as the director of excavations at the site of Gezer but has worked at numerous other sites, and his many students have led dozens of other expeditions. He has been editor of the Bulletin of the American Schools of Oriental Research, was for many years professor in the influential archaeology program at the University of Arizona, and now in retirement continues actively to write and publish. In this volume, 46 of his colleagues and students contribute essays in his honor, reflecting the broad scope of his interests, particularly in terms of the historical implications of archaeology.

This book examines what makes accountability for previous violations more or less possible for transitional regimes to achieve. It closely examines the other vital goals of such regimes against which accountability is often balanced. The options available are not simply prosecution or pardon, as the most heated polemics of the debate over transitional justice suggest, but a range of options from complete amnesty through truth commissions and lustration or purification to prosecutions. The question, then, is not whether or not accountability can be achieved, but what degree of accountability can be achieved by a given country. The focus of the book is on the politics of transition: what makes accountability more or less feasible and what strategies are deployed by regimes to achieve greater accountability (or alternatively, greater reform). The result is a more nuanced understanding of the different conditions and possibilities that countries face, and the lesson that there is no one-size-fits-all prescription that can be handed to transitional regimes.

Discusses how white South African students learn and confront their Apartheid past, and explores how this knowledge transforms both the students and the author, the first black dean of an historically white university.

As an increasingly polarized America fights over the legacy of racism, Susan Neiman, author of the contemporary philosophical classic Evil in Modern Thought, asks what we can learn from the Germans about confronting the evils of the past In the wake of white nationalist attacks, the ongoing debate over reparations, and the controversy surrounding Confederate monuments and the contested memories they evoke, Susan Neiman’s Learning from the Germans delivers an urgently needed perspective on how a country can come to terms with its historical wrongdoings. Neiman is a white woman who came of age in the civil rights–era South and a Jewish woman who has spent much of her adult life in Berlin. Working from this unique perspective, she combines philosophical reflection, personal stories, and interviews with both Americans and Germans who are grappling with the evils of their own national histories. Through discussions with Germans, including Jan Philipp Reemtsma, who created the breakthrough Crimes of the Wehrmacht exhibit, and Friedrich Schorlemmer, the East German dissident preacher, Neiman tells the story of the long and difficult path Germans faced in their effort to atone for the crimes of the Holocaust. In the United States, she interviews James Meredith about his battle for equality in Mississippi and Bryan Stevenson about his monument to the victims of lynching, as well as lesser-known social justice activists in the South, to provide a compelling picture of the work contemporary Americans are doing to confront our violent history. In clear and gripping prose, Neiman urges us to consider the nuanced forms that evil can assume, so that we can recognize and avoid them in the future.

12 leading historians from Germany, Britain, America and Israel ask what impact the Nazi regime had on German society. They also analyse the Nazi's racial policy and consider to what extent big business was in collusion with the Third Reich.

Confronting Prejudice and Discrimination: The Science of Changing Minds and Behaviors focuses on confrontation as a strategy for reducing bias and discrimination. The volume tackles questions that people face when they wish to confront bias: What factors influence people's decisions to confront or ignore bias in its various forms? What are the motives and consequences of confrontation? How can confrontation be approached individually, through education and empowerment, and in specific contexts (e.g., health care) to yield favourable outcomes? These questions are paramount in contemporary society, where confrontation of bias is increasingly evident. Moreover, great strides in the scientific study of confrontation in the past 20 years has yielded valuable insights and answers. This volume is an essential resource for students and researchers with an interest in prejudice and prejudice reduction, and will also be valuable to non-academics who wish to stand up to bias through confrontation. - Addresses factors that determine individuals' decisions to confront stereotyping, prejudice and discrimination - Analyzes how personal and collective motives shape responses in confrontation-relevant situations - Examines the consequences of confrontation from the perspectives of targets, perpetrators and bystanders - Provides a roadmap for how to prepare for and engage in successful confrontations at the individual level - Covers confronting bias in various settings including in schools, health care, the workplace and on the internet - Discusses confrontation in the context of racism, sexism, sexual harassment and other forms of bias, including intersectional forms of bias

This book examines how historical narratives of mass atrocites are constructed and contested within international criminal courts. In particular, it looks into the important question of what tends to be foregrounded, and what tends to be excluded, in these narratives.