Human resource development (HRD) has contributed nothing to the historical archaeology of genocide. Furthermore, HRD theory has never been used by history educationists, social scientists, or comparative genocide researchers to reorganize and review the historical record relating to genocidal curriculums through an HRD lens to make better sense of the madness that genocides perpetrate. Chapter One discusses human resource development in Democratic Kampuchea, 1975-1979, and provides a deconstruction of the dearth of literature and research that has framed education and learning in Democratic Kampuchea (DK). Historical analysis of Democratic Kampuchea asserted that education under the Khmer Rouge was unorganized, inconsistent, and without planning. The deconstruction of the historical record called these views into question. In Chapter Two, Nadler and Nadler's (1994) critical events model (CEM) is applied to the Serbian Volunteer Guard (SDG). The model will be utilized to thematize...

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