Bio Updated 2021:

Ashley Greene is Associate Professor of Holocaust and Genocide Studies at Keene State College.  Her research has been published in the Journal of Peacebuilding and Development, in the edited volume, Historical Dialogue and the Prevention of Mass Atrocities, and in the 3rd edition of Teaching About Genocide. In addition to her teaching and research, Ashley is active in policymaking through her position as Academic Programs Associate for Africa and Transitional Justice for the Auschwitz Institute for the Prevention of Genocide and Mass Atrocities, where she develops training programs on the prevention of genocide and mass atrocities for governments in Africa’s Great Lakes Region.  

This profile was current as of 2016, when she was part of the on-campus Kellogg community.

My name is Ashley Greene. I am originally from Naples, Florida and am now a joint Ph.D. student in History and Peace Studies at the Kroc Institute for International Peace Studies. I received my Bachelor’s degree from Whitworth University in Spokane, WA. I specialize in twentieth century African history with a focus on war and genocide, education, and transitional justice. My dissertation examines the development of history education in Ugandan secondary-schools between 1894 and the present in order to understand how changes in curricula have reflected the national aspirations and challenges of Uganda’s political leaders.

My dissertation aims to provide an in-depth case study that contributes to an under-researched area of Ugandan history and adds to understanding of the relationship between history education and nation building in post-colonial states in Africa. I address questions such as: How has the content of history curricula changed over time? How have colonial and post-independence leaders used history education in their attempts to legitimize state authority, foster national unity, and confront violent pasts? To what extent have official curricular changes been implemented in secondary-schools and what roles do teachers play in disseminating historical narratives to students? My research combines archival sources and interviews, including interviews with teachers, curriculum specialists, and education officers. I also draw on private libraries and classroom observation at nine secondary-schools throughout Uganda. 

Because my optometrist annually tells me that reading and staring at the computer screen all day is straining my eyes, I occasionally mix things up by training in jiu-jitsu with my husband, Peter, and playing with our two cats, Jack and Finn.

PhD Year