Genocide Education from The Perspective of International Law: A Cross-Cultural Approach to Prevent Crimes Against Humanity

Abstract

This article explores genocide education from the perspective of international law, with a specific focus on its application within multicultural learning environments. Grounded in community-based human rights education, the program was implemented at Sanggar Bimbingan Muhammadiyah Malaysia (SBMM), located in Kampung Baru, Kuala Lumpur. The initiative aimed to enhance awareness among elementary students and teachers regarding the legal concept of genocide, the role of international institutions, and the importance of tolerance and justice in preventing identity-based violence. Using a descriptive qualitative method through literature review and field-based observation, the program integrated international legal frameworks such as the Genocide Convention (1948), ICTY, ICTR, and the Rome Statute (1998) into interactive learning modules. Activities included narrative storytelling, visual reflection, role-play, and peace-themed projects. Results showed increased understanding of human rights, improved teacher confidence in addressing sensitive topics, and greater student empathy toward cultural differences. This study confirms that early education on genocide and international legal mechanisms can effectively promote peace values when adapted to local learning contexts. It also demonstrates that nonformal educational institutions like SBMM can serve as strategic partners in broadening legal and cultural literacy among marginalized communities. The study recommends further replication of similar programs with policy support and sustained educator training to maximize long-term impact.