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The purpose of this paper is to examine the construction of national heritage through the interpretation of sites and events, with a particular focus on hot interpretation at difficult heritage sites. 

This paper examines the processes of difficult heritage interpretation at the Memorial Hall of the Nanjing Massacre over the past 30 years, and examines the resulting political implications.

Aligning with contemporary national social and political agendas, heritage interpretation at the Memorial Hall actively serves as an authorised educational tool. Despite the hot interpretation techniques used to stimulate the emotional impact of visitor experiences, this particular traumatic past has been utilised in nation building practices that legitimise specific histories and form a national image on an international stage.

Heritage interpretation of difficult history will benefit from open dialogue and assessment of the past from multiple perspectives. This requires all stakeholders to work together to develop interpretation strategies that acknowledge and prioritise the needs of post-conflict societies. Without this form of open dialogue and reflection, the official claims of heritage interpretation achieving reconciliation between conflicted peoples remain superficial. 

This study offers a novel contribution to the discussion of heritage interpretation. The results shed light on the cultural processes surrounding state interpretation of traumatic pasts for specific political uses. The study suggests ways in which heritage sectors and authorities can achieve social goals, such as public education, reconciliation and peacebuilding, through such processes of heritage interpretation.

This article outlines theoretical and pedagogical approaches to investigating racial violence with learners in grades 3–12 and K-12 teacher candidates. Throughout, the authors use the 1898 Wilmington Race Massacre as a central example of racial violence. Using a blended framework of Muhammad’s historically responsive literacy, King’s Black historical consciousness and place-based learning, the authors describe two different inquiries that build content knowledge around the Wilmington Race Massacre and context knowledge around place as it relates to Black agency, resistance and perseverance.

The first inquiry, aimed at 3–12 learners, explores the Black historical consciousness themes of Black agency and resistance. It uses the inquiry design model (IDM) template but expands the template to include a historically responsive literacy lens. The second inquiry describes how to incorporate historical sites into the study of racial violence. This inquiry explains how local cemeteries can be used as interdisciplinary classrooms and also artifacts.

Throughout, the authors also reflect on how this work has changed and improved over time as well as thoughts moving forward with examining the 1898 Wilmington Race Massacre through an interdisciplinary lens.

This article is the first to explore the 1898 Massacre in Wilmington, North Carolina from an interdisciplinary practice and cross-grades lens. It offers multiple step by step approaches for classroom teachers and teacher educators to enact interdisciplinary work with both 1898 and other acts of racial violence in their own places and across the United States.

Using a discourse analytic approach, the purpose of this paper is to examine how genre impacts white readers when reading about historic acts of racial violence. Specifically, this study explores one white high school student’s stance-taking as she read an informational text and an eyewitness narrative about the Tulsa Race Massacre.

This study used discourse analysis (Gee, 1999) and the think-aloud method (Pressley and Afflerbach, 1996) to explore the white student’s interactions with genres of historical texts. The authors coupled iterative coding and memoing with discourse analysis to analyze the stances she adopted while reading.

The findings illustrate that the informational text allowed for a distancing from the racialized violence in the text, whereas the narrative created an opportunity for more connection to those who experienced the violence.

While genre and reader response has long been explored in English Education research, little research has examined the impact of genre on reading historical texts. This study demonstrates the influence that genre may have on white readers’ emotional responses and stance-taking practices when reading about historic acts of racial violence.

How does one learn of atrocities that have been committed, and are being committed, in remote corners of our planet? The standard answer to this question would likely be, “Consult the indexes to the leading components of the American establishment press, such as, for instance, The New York Times Index.” But, by so doing, one would be deeply disappointed, as I was. If one wanted to learn the horrifying particulars of the genocide the government of Bangladesh has been waging for at least 20 years against the tribal peoples of the Chittagong Hill Tracts, an exhaustive search of the American establishment press would yield, at best, only a most shadowy, tenuous, and distorted picture. One's only certainty would be that there has been unrest in the Hill Tracts and that a long‐suffering Bangladeshi government has had a trying time suppressing it. Indeed, one's dominant impression would likely be of a beleaguered government of a newly independent, “democratic” state struggling against its own unruly dissidents. The truth, of course, is quite other‐wise: The government of a dubiously democratic, newly independent state, in a relentless and openly avowed land‐grab, is waging genocidal warfare against the non‐Muslim tribal minorities who occupy lands along one of its borders with India. A Bangladeshi army commander operating in the Tracts once avowed the government's aim: “We Want the Soil but not the People of the Chittagong Hill Tracts.” A genocidal intention could not easily be more explicitly expressed.

Several historical examples are given that indicate that people taken prisoner appear to psychically freeze and/or become compliant to their captors, even when death at the captors' hands is imminent and when small numbers of captors make escape a real possibility. It is argued that: freezing is a normative response to apparently inescapable capture; ‘escapability’ of capture is underestimated as a result of freezing; and rebellion is rare. Psychological theories of this psychic freezing include: 1) social psychological explanations of learned helplessness in prisoners; 2) trauma reactions of dissociation and numbing; and 3) studies from affective neuroscience suggesting freezing is a brain response to a perceived inescapable attack and may be related to hiding.

We examine whether individual differences exist in reactions to toxic situations, reviewing historical examples of massacres. The social psychological research on the question consists of the famous Milgram experiment on obedience and the Stanford Prison Experiment. Although these studies show the power of situations in eliciting aggression towards targets, they overlook an essential aspect of real world behaviours ‐ the innovation of imaginative sadistic sequences that go beyond the orders given. We argue that analogue studies are too limited to capture these situations and that social psychological research has been too limited in its assessment of key relevant individual traits, one of which is a potential for sadism. Furthermore, we raise concerns about whether ‘snapshot’ analogue research can capture the transitional processes central to an understanding of real world reactions to toxicity.

This paper seeks to review transitional processes that foster transitions from non‐aggression to extreme aggression. Most studies on aggression focus either on traits within violent individuals or social contexts that generate violence, less attention has been paid to transitional mechanisms.

The paper reviews “long‐term”, i.e. societal transitions that occur prior to and during genocides; mid‐term transitions such as induction into a military or paramilitary societies; and short‐term (situational) transitions that occur in situ. It reviews alterations in emotion, cognition, and behaviour that occur in these transitions and concludes with a description of the generated output behaviours of an extreme and often sadistic nature.

The paper concludes with a review of Nell's “Pain‐Blood‐Death” complex as a hypothetical inherited disposition that may be triggered by any or all of these transitional processes leading to cruel aggression.

The paper raises new concerns about the conceptualizing of extreme violence purely as an outcome of individual pathology and posits instead that a potential for cruelty may be part of our sociobiological heritage as a species. Furthermore, this potential may be tapped into by exposure to toxic war situations resulting in the manifestation of cruel and inhumane treatment of outgroups by soldiers from disparate societies and eras.

The purpose of this paper is to explore the actions of different senses on visitors’ embodied experience in dark tourism “field,” including embodied emotions/cognitions.

This research uses qualitative analysis by applying tourists’ reviews from two main Chinese tourism websites and the software of MAXQDA. It identifies the senses applied in the embodiment process in dark tourism “field” and matches these senses to the specific types of embodied emotions/cognitions.

This research identifies four main senses. The visual sense has the greatest influence on 27 embodied emotions and 7 embodied cognitions. Auditory and temperature sense create particular emotions. This research also points out the phenomenon of “banned behavior.” At last, to achieve accessibility/acceptability, Nanjing Memorial Hall applies two strategies to distance the extreme historical events from visitors: the construction of aesthetic elements and the way it shows historical objects.

It uses both qualitative and quantitative data to identify the classifications and degrees of senses, emotions and cognitions as well as the relations between them. However, there are difficulties in the coding process because of the language differences, which requires a good understanding of the context of the tourism experience.

The research results could be used as a psychological reference and in the design of dark tourism product.

It provides a specific understanding of the way in which visitors interact with dark tourism objects and environment.

This is the first research that explains the dark tourism experience from the perspective of embodiment. It provides conceptual as well as empirical reference for a new research topic.

Graphic novels can contribute to effective content area reading on social studies topics such as the American Revolution. This action research study’s purpose was to examine student recall of facts, enjoyment of reading, and interest in the topic when using graphic novels as compared to illustrated nonfiction prose in social studies content area reading. Twenty-two fifth grade students (13 females, 9 males) in a public school in a Midwestern state participated in the study. Half of the students read about the Boston Massacre and Patrick Henry through graphic novels and read about Paul Revere and the Boston Tea Party with illustrated nonfiction texts, with the other half doing the opposite. The mean number of correct ideas recalled by students two weeks after reading two books in the graphic novel condition was 8.6 compared to 7.1 for the nonfiction prose condition with a medium effect size. Students rated their reading enjoyment significantly higher in the graphic novel condition indicating that graphic novels should be employed more often into the school curriculum. Suggestions for integrating graphic novels into the curriculum are provided along with other ways to take action.