The new teaching and learning materials fit under the newly revised Competency-Based Curriculum and are expected to help build more peaceful school environment, families, communities and country in general. The books will help teachers to prepare lessons that equip students with critical thinking skills. This will prevent any circumstances that could trigger conflict or lead to atrocities.
As Rwanda commemorates the 1994 Genocide against the Tutsi, it is important that the youth, especially those born after the Genocide understand what happened. “Being honest about tragedies is important, but remembering that we are talking to children is equally vital. The message of oneness, patriotism, human rights, tolerance, equality and equal opportunities should be deeply emphasized,” a teacher says.
This book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization, and inequality of ethnic groups in Rwanda.
At just 11 years of age, terror befell Claver Irakoze who witnessed the Genocide against the Tutsi. It is the assortment of his past wounds and emotions that stirred the writing of his first book for children, entitled, “That Child is Me,” a book that is aimed at conveying awareness to parents on how best they can package the information of Rwanda’s dark to their children, without traumatizing them.
The introduction of identity cards by Belgian authorities in 1933, categorically established each individual’s ethnicity, the ID cards were used to identify Tutsi children in classes and discriminate against them when releasing exam results. It facilitated the widespread exclusion of Tutsi from schools and workplaces and were used by genocide perpetrators in 1994 to identify their victims, to the extent that they served as death warrants.
Twenty-five years after the 1994 Genocide against the Tutsi, the country has risen from ashes. But in order to prevent the past from repeating itself there is need to address challenges such as genocide ideology, and the youth, in particular, being the future of the nation, have a big role to play.
As we commemorate 25 years of the Genocide against the Tutsi, youth were advised to embrace a reading culture because books can inspire, heal, empower and bring hope to a nation. This message was conveyed during the “13th edition of reading for change,” that was held at the Kigali Public Library, Kacyiru. The event was held under the theme, ‘Literature’s role in peacebuilding and unity’ with an aim of stirring a reading culture among the young generation.
The 1994 Genocide against the Tutsi left behind unspeakable challenges, one of them is genocide ideology. This is why it is very important to have a deeper study of such underlying factors such that what happened 25 years ago never happens again. It is this concept that Rwanda Education Board provided a new school curriculum, alongside teaching materials with an aim of strengthening teachings about the history of the 1994 Genocide against the Tutsi.
As the country continues to commemorate the 1994 Genocide against the Tutsi, several activities are ongoing, with the youth at the centre of it all. Over 60% of Rwanda’s population was born after the tragic events of 1994, and concerns have been raised on whether content and stories shared to educate the youth on what happened at the time, are relatable.
Education is seen to play a crucial role in the reconstruction of post-conflict countries, particularly in transforming people’s mindsets and rebuilding social relations. In this regard, teachers are often perceived as key agents to bring about this transformative change through their role as agents of peace. This paper seeks to understand how teachers are positioned to promote peacebuilding and social cohesion in Rwandan schools in the aftermath of the 1994 genocide against the Tutsi.
This paper investigated the assessment practices at the University of Rwanda-College of Education to establish whether they enable students to access powerful knowledge for socio-economic transformation, which promotes critical thinking and creativity, or the knowledge of the powerful, which promotes memorization of knowledge produced by experts.
This paper draws on Rwanda’s efforts to develop educational curricula about the Genocide against Tutsi require it to not only grapple with history but also to draw lessons from elsewhere, especially the Holocaust. The educational programs, both in and out of school of it, are guiding learners through encounter with these historical events, helping them to think critically. These tactics combine to help create resilient communities with the capacity to understand genocide and its dynamics.
This paper examines how relations between Hutus and Tutsis were portrayed in recent history syllabi in post-genocide Rwanda. The results were based on a content analysis of four History syllabi for Ordinary and Advanced Levels published by the Rwanda Education Board between 2008 and 2015. In this paper, the authors also highlight the goals of reconciliation, unity and critical thinking and the official narrative of the blame for the genocide.
This research paper seeks to answer the question: To what extent does education and peacebuilding interventions in the two countries promote teachers and capacity to build peace and reduce inequalities? The proposed study is aimed at understanding the conditions under which education interventions focused on teachers can promote peace, and mitigate and reduce violence with a view to identifying measures and processes that can increase the effectiveness of such programmes in conflict-affected situations.
This article discusses whether education limits or exacerbates the effects of state sponsored propaganda on political violence. It provides evidence of the hypothesis that basic education can limit the effectiveness of propaganda by increasing access to alternative media sources. It shows that the propaganda disseminated by the “hate radio” station RTLM did not affect participation in violence in villages where education levels, as measured by literacy rates, were relatively high. A discussion of the potential underlying mechanisms driving the results is presented.