A Postcolonial Analysis Of Peace Education In Rwanda PDF Download
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Author: Sarah Schmidt
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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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: Sarah Schmidt
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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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: Christopher P. Davey
Publisher: Cambridge Scholars Publishing
ISBN: 1527501094
Category : Political Science
Languages : en
Pages : 280
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Book Description
In a world where post-conflict and postcolonial countries struggle to heal from the past and meet new challenges, peace education is often neglected and instrumentalized for political agendas. Drawing on case studies from Afghanistan, Bolivia, Burundi, Colombia, Myanmar, Nepal, New Zealand, Northern Ireland, Sri Lanka, and Uruguay, this book shows that cultural and structural violence can, in turn, lead to direct violence. An effective program of peace education responds to these dynamics meeting our urgent problems and opening up new opportunities for peacebuilding. With this direction in mind, this book addresses the practices of peace education from around the world. The fundamental question answered here is: can peace be taught, especially where the scars of war and legacies of colonialism are entrenched in society? Peace education is foundational to a more equitable future where global citizens share a planet in justice, equity, with human security, and all the elements of sustainable, resilient peace. Foremost, it is an essential pillar for societies scarred by violence.
Author: Ashley Hernreich
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: Birgit Brock-Utne
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 21
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Book Description
Author: Elisabeth King
Publisher:
ISBN: 9781107425002
Category : Discrimination in education
Languages : en
Pages : 212
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Book Description
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 - all factors that underlay conflict. The book further argues that today's post-genocide schools are dangerously replicating past trends. This book is the first to offer an in-depth study of education in Rwanda and to analyze its role in the genesis of conflict. The book demonstrates that to build peace, we cannot simply prescribe more education, but must understand who has access to schools, how schools are set up, and what and how they teach.
Author: Peter Pericles Trifonas
Publisher: Springer Science & Business Media
ISBN: 9048139449
Category : Education
Languages : en
Pages : 187
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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: Leon Tikly
Publisher: Routledge
ISBN: 1351812394
Category : Education
Languages : en
Pages : 255
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Book Description
Education for Sustainable Development (ESD) lies at the heart of global, regional and national policy agendas, with the goal of achieving socially and environmentally just development through the provision of inclusive, equitable quality education for all. Realising this potential on the African continent, however, calls for radical transformation of policy and practice. Developing a transformative agenda requires taking account of the ‘learning crisis’ in schools, the inequitable access to a good quality education, the historical role of education and training in supporting unsustainable development, and the enormous challenges involved in complex system change. In the African continent, sustainable development entails eradicating poverty and inequality, supporting economically sustainable livelihoods within planetary boundaries, and averting environmental catastrophe, as well as dealing with health pandemics and security threats. In addressing these challenges, the book: explores the meaning of ESD for Africa in the context of the ‘postcolonial condition’ critically discusses the Sustainable Development Goals (SDGs) as well as regional development agendas draws on a wealth of research evidence and examples from across the continent engages with contemporary debates about the skills, competencies and capabilities required for sustainable development, including decolonising the curriculum and transforming teaching and learning relationships sets out a transformative agenda for policy-makers, practitioners, NGOs, social movements and other stakeholders based on principles of social and environmental justice. Education for Sustainable Development in the Postcolonial World is an essential read for anyone with an interest in education and socially and environmentally just development in Africa.
Author:
Publisher:
ISBN: 9780979777165
Category : Conflict management
Languages : en
Pages : 149
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Book Description
"Workable Peace is an innovative high school humanities curriculum and professional development project for secondary school classrooms. Using new teaching materials and strategies, Workable Peace integrates the study of integroup conflict and the development of critical thinking, problem-solving, and perspective-taking skills into social studies and humanities content. It gives teachers academically rigorous tools for teaching the major themes and key events of history in ways that enliven the imagination, awaken moral reasoning, and impart social and civic skills that students can use throughout their lives."--Page 4 of cover.
Author: Elisabeth King
Publisher: Cambridge University Press
ISBN: 1107039339
Category : Education
Languages : en
Pages : 225
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Book Description
Based on fieldwork and comparative historical analysis of Rwanda, this book questions the conventional wisdom that education builds peace.
Author: C. McGlynn
Publisher: Springer
ISBN: 0230620426
Category : Education
Languages : en
Pages : 269
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Book Description
This collection of peace education efforts in conflict and post-conflict societies brings together an international group of scholars to offer the very latest theoretical and pedagogical developments. Rather than focus on ad hoc peace education efforts this book investigates the need for long term, systemic approaches and innovative pedagogies.
