Education and Peacebuilding. What role has formal education played in fostering a sustainable, positive peace in post-genocide Rwanda? PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Education and Peacebuilding. What role has formal education played in fostering a sustainable, positive peace in post-genocide Rwanda? PDF full book. Access full book title Education and Peacebuilding. What role has formal education played in fostering a sustainable, positive peace in post-genocide Rwanda? by JBA Wilton. Download full books in PDF and EPUB format.
Author: JBA Wilton
Publisher: GRIN Verlag
ISBN: 3668272638
Category : Political Science
Languages : en
Pages : 56
Get Book Here
Book Description
Bachelor Thesis from the year 2016 in the subject Politics - Topic: Peace and Conflict, Security, grade: First Class Honours - 74, University of Exeter (College of Social Sciences and International Studies), course: BA International Relations, language: English, abstract: This dissertation illustrates the ‘two faces’ of Rwanda’s formal education system in contributing to the creation of a sustainable, positive peace in the post-genocide state. In conveying this argument, it employs the emergent ‘Four Rs Theoretical Framework’ - which is grounded within the foundational Comprehensive Conflict Transformation Model of peacebuilding theory - to undertake a qualitative methodological evaluation of official primary documents and secondary sources. Through its appraisal of the developments of both the structure and the content of the Rwandan education system since 1994, this paper highlights the mixed record of Rwanda’s formal education system in terms of its contribution to the nation’s wider peacebuilding project. On the one hand, significant progress in all constituent components of the ‘Four Rs’ framework is observable. Policy changes to both its core foundations and its overarching curriculum have promoted elements of redistribution, representation, recognition and reconciliation in Rwanda. By facilitating the necessary personal, social, cultural and structural transformative processes, therefore, Rwanda’s education system has gone some way in helping to build the infrastructure required for a sustainable, positive peace in the nation. On the other hand, however, this paper also seeks to draw attention to the evidence which suggests that today’s post-genocide schools in Rwanda are in danger of undermining the nation’s initial successes in building peace. The reflection and amplification of inequalities and exclusion throughout the central features of the education system risk constraining and potentially destabilising the nation’s peacebuilding mission.
Author: JBA Wilton
Publisher: GRIN Verlag
ISBN: 3668272638
Category : Political Science
Languages : en
Pages : 56
Get Book Here
Book Description
Bachelor Thesis from the year 2016 in the subject Politics - Topic: Peace and Conflict, Security, grade: First Class Honours - 74, University of Exeter (College of Social Sciences and International Studies), course: BA International Relations, language: English, abstract: This dissertation illustrates the ‘two faces’ of Rwanda’s formal education system in contributing to the creation of a sustainable, positive peace in the post-genocide state. In conveying this argument, it employs the emergent ‘Four Rs Theoretical Framework’ - which is grounded within the foundational Comprehensive Conflict Transformation Model of peacebuilding theory - to undertake a qualitative methodological evaluation of official primary documents and secondary sources. Through its appraisal of the developments of both the structure and the content of the Rwandan education system since 1994, this paper highlights the mixed record of Rwanda’s formal education system in terms of its contribution to the nation’s wider peacebuilding project. On the one hand, significant progress in all constituent components of the ‘Four Rs’ framework is observable. Policy changes to both its core foundations and its overarching curriculum have promoted elements of redistribution, representation, recognition and reconciliation in Rwanda. By facilitating the necessary personal, social, cultural and structural transformative processes, therefore, Rwanda’s education system has gone some way in helping to build the infrastructure required for a sustainable, positive peace in the nation. On the other hand, however, this paper also seeks to draw attention to the evidence which suggests that today’s post-genocide schools in Rwanda are in danger of undermining the nation’s initial successes in building peace. The reflection and amplification of inequalities and exclusion throughout the central features of the education system risk constraining and potentially destabilising the nation’s peacebuilding mission.
Author: JBA Wilton
Publisher:
ISBN: 9783668272644
Category :
Languages : en
Pages : 56
Get Book Here
Book Description
Bachelor Thesis from the year 2016 in the subject Politics - International Politics - Topic: Peace and Conflict Studies, Security, grade: First Class Honours - 74, University of Exeter (College of Social Sciences and International Studies), course: BA International Relations, language: English, abstract: This dissertation illustrates the 'two faces' of Rwanda's formal education system in contributing to the creation of a sustainable, positive peace in the post-genocide state. In conveying this argument, it employs the emergent 'Four Rs Theoretical Framework' - which is grounded within the foundational Comprehensive Conflict Transformation Model of peacebuilding theory - to undertake a qualitative methodological evaluation of official primary documents and secondary sources. Through its appraisal of the developments of both the structure and the content of the Rwandan education system since 1994, this paper highlights the mixed record of Rwanda's formal education system in terms of its contribution to the nation's wider peacebuilding project. On the one hand, significant progress in all constituent components of the 'Four Rs' framework is observable. Policy changes to both its core foundations and its overarching curriculum have promoted elements of redistribution, representation, recognition and reconciliation in Rwanda. By facilitating the necessary personal, social, cultural and structural transformative processes, therefore, Rwanda's education system has gone some way in helping to build the infrastructure required for a sustainable, positive peace in the nation. On the other hand, however, this paper also seeks to draw attention to the evidence which suggests that today's post-genocide schools in Rwanda are in danger of undermining the nation's initial successes in building peace. The reflection and amplification of inequalities and exclusion throughout the central features of the education system risk constraining and potentially destabilising the nation's
Author: Laura Bryant Njanga
Publisher:
ISBN:
Category : Conflict management
Languages : en
Pages : 210
Get Book Here
Book Description
In the aftermath of a civil war or genocide, some non-governmental organizations (NGOs), peace educators, post-conflict development practitioners, and governments believe in the healing power of providing all school-age children and young people with equal access to formal education. Under these circumstances, education is perceived as a peace-building and life-saving protection mechanism. Education for all, according to advocates, can also contribute to the reconstruction of nations torn apart by identity-based conflicts. The post-genocide government of Rwanda has looked to formal education as a peace-building tool in their national reconstruction. As such, they have prioritized the rebuilding of their national education system in order to fight poverty, combat prejudice, and, most importantly, build national unity amongst Rwanda's three major ethnic groups in the aftermath of the 1994 genocide and civil war. This thesis utilizes archival research and theories supported from the fields of conflict analysis and resolution and peace studies. This exploratory study presents the case in favor of the educational reconstruction process in post-genocide Rwanda, under specific conditions. Educational reconstruction is interpreted as a peace-building mechanism, due to its capacity to reach the largest number of civil society actors across conflict groups through a common human development resource--education. The study further argues that structural reforms in the national education system can help reduce animosities, foster cooperation, ensure capacity building, and promote civil society participation between the government and civil society, and particularly amongst citizens of Hutu, Tutsi, and Twa descent. It is demonstrated throughout this study that the outcome of the educational reconstruction process depends on its conditions, how it is engineered, by whom, and the availability of necessary resources.
Author: S. Garnett Russell
Publisher: Rutgers University Press
ISBN: 1978802889
Category : Education
Languages : en
Pages : 270
Get Book Here
Book Description
In the aftermath of the genocide, the Rwandan government has attempted to use the education system in order to sustain peace and shape a new generation of Rwandans. Their hope is to create a generation focused on a unified and patriotic future rather than the ethnically divisive past. Yet, the government’s efforts to manipulate global models around citizenship, human rights, and reconciliation to serve its national goals have had mixed results, with new tensions emerging across social groups. Becoming Rwandan argues that although the Rwandan government utilizes global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the intention of the government, resulting in unintended consequences and undermining a sustainable peace.
Author: Elisabeth King
Publisher: Cambridge University Press
ISBN: 1107039339
Category : Education
Languages : en
Pages : 225
Get Book Here
Book Description
Based on fieldwork and comparative historical analysis of Rwanda, this book questions the conventional wisdom that education builds peace.
Author: Peter Pericles Trifonas
Publisher: Springer Science & Business Media
ISBN: 9048139449
Category : Education
Languages : en
Pages : 187
Get Book Here
Book Description
Forward-thinking pedagogues as well as peace researchers have, in recent decades, cast a critical eye over teaching content and methodology with the aim of promulgating notions of peace and sustainability in education. This volume gives voice to the reflections of educational theorists and practitioners who have taken on the task of articulating a ‘curriculum of difference’ that gives positive voice to these key concepts in the pedagogical arena. Here, contributors from around the world engage with paradigm-shifting discourses that reexamine questions of ontology and human subjectivity—discourses that advocate interdisciplinarity as well as the reformulation of epistemological boundaries. Deconstructing the origins and limits of human knowledge and learning, the book affords educators the opportunity to identify and express common elements of the subjects taught and studied in educational institutions, elements that facilitate students’ apprehension of peace and sustainability. With penetrating analysis of contemporary issues in the field, this volume introduces a range of fresh theoretical approaches that extend the boundaries of peace education, which is broadly defined as promoting the responsible, equitable and sustainable co-existence of differing human communities. In doing so, the chapters show how we can improve our lives as well as our chances of survival as a species by acknowledging the importance of shared human aspirations that cut across borders, of genuinely listening to alternative voices and opinions, of challenging the ubiquitous, socially constructed historical narratives that define human relations only in terms of power. Charged with vitality and originality, this new publication is a critical examination of issues central to the development and utility of global education.
Author: Celina Del Felice
Publisher: IAP
ISBN: 1623969751
Category : Education
Languages : en
Pages : 352
Get Book Here
Book Description
Practice and research of peace education has grown in the recent years as shown by a steadily increasing number of publications, programs, events, and funding mechanisms. The oft-cited point of departure for the peace education community is the belief in education as a valuable tool for decreasing the use of violence in conflict and for building cultures of positive peace hallmarked by just and equitable structures. Educators and organizations implementing peace education activities and programming, however, often lack the tools and capacities for evaluation and thus pay scant regard to this step in program management. Reasons for this inattention are related to the perceived urgency to prioritize new and more action in the context of scarce financial and human resources, notwithstanding violence or conflict; the lack of skills and time to indulge in a thorough evaluative strategy; and the absence of institutional incentives and support. Evaluation is often demand-driven by donors who emphasize accounting given the current context of international development assistance and budget cuts. Program evaluation is considered an added burden to already over-tasked programmers who are unaware of the incentives and of assessment techniques. Peace education practitioners are typically faced with forcing evaluation frameworks, techniques, and norms standardized for traditional education programs and venues. Together, these conditions create an unfavorable environment in which evaluation becomes under-valued, de-prioritized, and mythologized for its laboriousness. This volume serves three inter-related objectives. First, it offers a critical reflection on theoretical and methodological issues regarding evaluation applied to peace education interventions and programming. The overarching questions of the nature of peace and the principles guiding peace education, as well as governing theories and assumptions of change, transformation, and complexity are explored. Second, the volume investigates existing quantitative, qualitative, and mixed methods evaluation practices of peace educators in order to identify what needs related to evaluation persist among practitioners. Promising practices are presented from peace education programming in different settings (formal and non-formal education), within various groups (e.g. children, youth, police, journalists) and among diverse cultural contexts. Finally, the volume proposes ideas of evaluation, novel techniques for experimentation, and creative adaptation of tools from related fields, in order to offer pragmatic and philosophical substance to peace educators’ “next moves” and inspire the agenda for continued exploration and innovation. The authors come from variety of fields including education, peace and conflict studies, educational evaluation, development studies, comparative education, economics, and psychology.
Author: Sarah Schmidt
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Following the 1994 genocide against the Tutsi in Rwanda, a number of national peacebuilding strategies were employed to establish basic security and cultivate social cohesion. Among a multi-sector peacebuilding and development strategy is Rwanda's Peace and Values Education Curriculum, which has been implemented in the formal education system. The aim of this investigation was to analyze Rwanda's peace education initiative using a critical postcolonial approach. I used this approach in my examination of the Peace and Values Education Curriculum to better understand the curricular, pedagogical, and training implications, as well as policy motivations. In this study, I employed a methodological framework consistent with critical social research, guided by the following questions: · How is postcolonial rationality embedded in the national peace education curriculum of Rwanda? · How do curriculum and pedagogy reflect or undermine the three key areas of exploration: postcolonialism, peace theory, and critical theory? · To what extent does teacher training develop content knowledge in the three key areas of exploration: postcolonialism, peace theory, and critical theory? · What are the motivations among stakeholders to implement a Peace and Values Education Program? · How does this program reflect the rationality of the post-genocide home-grown solutions, if at all? · How does the Peace and Values Education Program critically address hegemonic norms in education? This qualitative study included content analysis and interviews with both educators and policy stakeholders. Following a postcolonial analysis, I found that the Peace and Values curriculum, in multiple ways, reflected postcolonial rationality. Most indications of postcolonial rationality were embedded implicitly in the curriculum, while explicit assertions of postcoloniality were not identified. Through both content and pedagogy, teachers are trained to include localized content that threads indigenous knowledges, perspectives, and Afrocentric concepts.
Author: Denise Bentrovato
Publisher: V&R unipress GmbH
ISBN: 3847105167
Category : Education
Languages : de
Pages : 255
Get Book Here
Book Description
The book investigates the politics of education in pre- and post-genocide Rwanda, examining the actors, interests, and discourses that have historically influenced educational policy and practice and in particular the production and revision of history curricula and textbooks. This study combines a systematic historical and comparative analysis of curricula and textbooks in Rwanda, stakeholder interviews, classroom observations, and a large-scale investigation of pupils’ understandings of the country’s history. Written at a crucial time of transition in Rwanda, it illuminates the role of education as a powerful means of socialisation through which dominant discourses and related belief systems have been transmitted to the younger generations, thus moulding the nation. It outlines emergent challenges and possibilities, urging a move away from the use of history teaching to disseminate a conveniently selective official history towards practices that promote critical thinking and reflect the heterogeneity characteristic of Rwanda’s post-genocide society.
Author: Graham D. Bodie
Publisher: Taylor & Francis
ISBN: 1000889408
Category : Political Science
Languages : en
Pages : 182
Get Book Here
Book Description
This book explores the role of listening in community engagement and peacebuilding efforts, bridging academic research in communication and practical applications for individual and social change. For all their differences, community engagement and peacebuilding efforts share much in common: the need to establish and agree on achievable and measurable goals, the importance of trust, and the need for conflict management, to name but a few. This book presents listening – considered as a multi-disciplinary concept related to but distinct from civility, civic participation, and other social processes – as a primary mechanism for accomplishing these tasks. Individual chapters explore these themes in an array of international contexts, examining topics such as conflict resolution, restorative justice, environmental justice, migrants and refugees, and trauma-informed peacebuilding. The book includes contemporary literature reviews and theoretical insights covering the role of listening as related to individual, social, and governmental efforts to better engage communities and build, maintain, or establish peace in an increasingly divided world. This collection provides invaluable insight to researchers, students, educators, and practitioners in intercultural and international communication, conflict management, peacebuilding, community engagement, and international studies.
