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.
This research paper explores how peace education in Rwandan secondary schools has faced challenges linked with the content of the programme, its implementers, and the environment in which it has to evolve. Students and teachers demonstrated three possible responses: they accepted the contradictory messages, rejected them, or, in a large number of the cases, articulated an inability to make a clear-cut decision between the curriculum content and the other content contradictory to it.
A “must have” for all those thinking, planning, conducting, and studying peace education programs, it is intended for scholars, students, and researchers interested in peace and conflict resolution in higher education and volunteer and public organizations. Its cross-disciplinary approach will appeal to those in social and political psychology, communication, education, religion, political science, sociology, and philosophy.
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.
Throughout the year, Aegis Trust organizes various events to educate the public and visitors from around the world about the genocide and what they can do to help prevent such atrocities in the future. Among their peacebuilding initiatives are the Ubumuntu Conversations held at the memorial’s peace school during the last week of July 2018. Ubumuntu is to be humane: to genuinely care about others, to be generous and kind, to show empathy, to be sympathetic to the plight of others, and to recognize the humanity of others.
Three years ago, the government of Rwanda initiated peace studies in the curriculum. This was done with an aim of looking at how best peace can be integrated into humanity courses like history, religion, social studies, among others, which in the end would facilitate the prevention of conflict and peacebuilding.
The report makes the case for a multi-layered approach to peace education which requires a cohesive, coordinated strategy for peace education as a peacebuilding and conflict prevention tool across relevant EU internal and external policies and programmes. It also reviews definitions of peace education and provides a brief history of peace education.
This short film introduces the peacebuilding education programme created in Rwanda by the Aegis Trust for genocide prevention.
This report is on a case study that investigates the evolution of the role and place of women in land mediation in Gisagara District, Southern Province of Rwanda since the implementation of the project. This District was chosen to represent Abunzi in Gisagara who had received two rounds of trainings by Search for Common Ground and thus, started applying the skills acquired in their mediation work. This report presents findings from the qualitative research conducted to highlight achievements in local mediation with an emphasis on the role of women.
Edouard Bamporiki has been hailed for his role in the fight against genocide ideology through his book, “My Son, It Is A Long Story: Reflections of Genocide Perpetrators.” The book was launched in Kigali in an event that was graced by First Lady Jeannette Kagame, Sports and Culture minister Julienne Uwacu, as well as hundreds of people.
The paper discusses the idea of peace basing on three principles: The term ‘peace’ shall be used for social goals at least verbally agreed to by many, if not necessarily by most; These social goals may be complex and difficult, but not impossible to attain; The statement peace is absence of violence shall be retained as valid.
The scholars and activists who have contributed to these chapters have taken the obligation to document, analyze, and learn from the events that led to the genocide as well as considered to understand its legacy. The aim is that these efforts should help the world community act to prevent and intervene at all levels to forever assure that such events do not repeat themselves.
The book weaves theory and practice together with real-world examples—whether about warring nations or a family dispute—to help readers better understand both the fundamentals and nuances involved in working in the conflict arena. It serves the novice practitioner with guideposts, yet opens ever new and exciting pathways for the seasoned conflict specialist.
The author sets forth paths to realities where there are no wars, no poverty, no more racism, no community disputes, no office tensions, no marital skirmishes. She foresees justpeace—a sustainable state of affairs because it is a peace which insists on justice. Schirch singles out four critical actions that must be undertaken if peace is to take root at any level) — 1.) waging conflict nonviolently; 2.) reducing direct violence; 3.) transforming relationships; and 4.) building capacity.
The author explains why we need to move beyond “traditional” diplomacy, which often emphasizes top-level leaders and short-term objectives, toward a holistic approach that stresses the multiplicity of peacemakers, long-term perspectives, and the need to create an infrastructure that empowers resources within a society and maximizes contributions from outside. It also explores the dynamics of contemporary conflict and presents an integrated framework for peacebuilding in which structure, process, resources, training, and evaluation are coordinated in an attempt to transform the conflict and effect reconciliation.
This paper examines hate speech by Rwandan politicians and media before and during the 1994 genocide against Tutsi and techniques used to incite others to commit genocide. It additionally explores strategies for fighting against hate speech that may be used in genocide prevention. Its findings reveal that hate speech played a significant role in the genocide perpetrated against the Tutsi.
During the 4th World Forum on Intercultural Dialogue High Level Meeting held in Baku, Azerbaijan, the First Lady of Rwanda addressed the topic of “Countering Violent Extremism through Girls’ Education.” She said that empowering citizens irrespective of gender, race, religion and other barriers will help in countering violent extremism in the world.
This study seeks to answer the following; what do individuals and groups that constitute a community that has suffered from armed conflict think of the strategist that could enable them take action? ; are the sustainable strategies of conflict control and prevention universal or peculiar to a situation? how do individuals and groups contribute to these strategies that are aimed at assisting them regain control of their lives and their communities? ; what are the implications of policy and practical interventions of higher education institutions in public affairs?
The essays in this book focus on the interlocking conflicts and efforts toward peace in this multidisciplinary volume. These essays present a range of debates and perspectives on the history and politics of conflict, highlighting the complex internal and external sources of both persistent tension and creative peacebuilding. Taken together, they illustrate that no single perspective or approach can adequately capture the dynamics of conflict or offer successful strategies for sustainable peace in the region.
In this series of remarkable and thought-provoking essays, the contributors shed light on the process of peacebuilding. Collectively, they demonstrate that if efforts to restore peace in war-torn societies are to be successful, such efforts must be wide in scope, involving security and political issues, as well as economic development and socio-psychological reconciliation. Additionally, they must be extended over long periods of time and, above all else, anchored in the local community.
This book focuses on the current study of victims of crime, combining both legal and social-scientific perspectives, articulating both in new directions and questioning whether victims really do have more rights in our modern world. It addresses challenging and new issues in the field of victimology and the study of transitional and restorative justice. As such, it will be of interest to researchers, practitioners and students interested in the fields of victimology, transitional justice, restorative justice and trauma work.
This book examines the obstacles and opportunities that women religious peacebuilders face as they navigate both the complex conflicts they are seeking to resolve and the power dynamics in the institutions they must deal with in order to accomplish their goals. It shows how women determined to work for peace have faced these obstacles in ingenious ways—suggesting, by example, ways that religious and secular organizations might better include them in larger peacebuilding campaigns and make those campaigns more effective in ending conflict.
This paper argues that ‘the Rwandan government’s reconciliation will need to be accompanied by a process of democratisation if it is to achieve its objective of fostering long-term peace’. The discrepancy between national unity discourse and the lack of effective power-sharing without democracy may well sow the seeds for future ethnic unrest. Therefore democratisation is necessary for reconciliation, despite a potentially inverse effect on short-term stability.
This paper focuses on the religious dimension of post-genocide Rwanda and the role of the church towards the country’s healing. The author agrees that to “fixate only on the negative aspects of religion, however, is to overlook the quintessential ‘ambivalence of the sacred’ ” (Appleby 2000); that is to say, that religion can serve both as a source of conflict and as a vehicle for peace.
The subject matter here is the role of History in post-conflict education systems. The authors examine secondary schools in Rwanda, and ask how ‘material for a history curriculum can be developed to avoid propaganda’, while also promoting unity simultaneously.
Kiernan examines outbreaks of mass violence from the classical era to the present, focusing on worldwide colonial exterminations and twentieth-century case studies including the Armenian genocide, the Nazi Holocaust, Stalin’s mass murders, and the Cambodian and Rwandan genocides. He identifies connections, patterns, and features that in nearly every case gave early warning of the catastrophe to come: racism or religious prejudice, territorial expansionism, and cults of antiquity and agrarianism. The ideologies that have motivated perpetrators of mass killings in the past persist in our new century, says Kiernan. He urges that we heed the rich historical evidence with its telltale signs for predicting and preventing future genocides.
Since it is important for the country to always remember where we came from, the building process of sustainable peace in Rwanda should consider as vital the knowledge of the conflict, its nature and its causes – direct or indirect – and the challenges and opportunities for the Rwandan society. This study is in line with this imperative.
This paper looks at conflicts with community implications; those which bear consequences at the community level and which impede the process of unity and reconciliation. It also looks into ways of developing peaceful mechanisms for conflict management. In this perspective, NURC conducted this study with an aim of detecting in time any precursor sign of a potential conflict for the sake of its prevention.
One of our programmes include an annual summer course. Last year we had one on “Genocide and mass atrocities”. The course was seen as an intersection of theory and practice, history and the present, where contemporary issues, responses and challenges of dealing with genocide and its effects were deliberated about in depth. Participants were from across the region and this allowed for a comparative and pluralistic discussion.
On March 31st 2015, Aegis Trust officially launched the Research, Policy and Higher Education Department (RPHE) with the goal of informing policy practice with the best research evidence in Rwanda. With the department’s projects like commissioning research, Rwandan researchers will benefit from the resources to be granted; and will disseminate their findings to wider audiences. In return, policy makers will gain from the new set of evidence produced when formulating policy.
We organized a capacity building workshop on “Publishing strategies and connecting research to policy and media”, with an aim of offering Rwandan researchers practical knowledge on how to link their findings to wider audiences. The participants shared their experiences and the challenges involved in conducting policy relevant research and how to overcome them.
Even after genocide, violence continues raging among the Rwandan population. Apart from community violence, there exists domestic violence, the scale of which is sometimes worrying mostly with regard to rape of wives by their husbands, child sexual defilement rape of girls and of domestic workers and infanticide. This paper seeks to find out the causes of these acts of injustice, and their tentative solutions that could be used as a tool of conflict resolution in Rwanda.