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.