From Classrooms to Conflict in Rwanda by Professor Elisabeth King

By Professor Elisabeth King

This booklet questions the traditional knowledge that schooling builds peace by means of exploring the ways that usual education can give a contribution to intergroup clash. in keeping with fieldwork and comparative old research of Rwanda, it argues that from the colonial interval to the genocide, education used to be a key device of the kingdom in contributing to the development, know-how, collectivization, and inequality of ethnic teams in Rwanda - all elements that underlay clash. The publication additional argues that modern post-genocide colleges are dangerously replicating earlier tendencies. This e-book is the 1st to supply an in-depth examine of schooling in Rwanda and to investigate its function within the genesis of clash. The e-book demonstrates that to construct peace, we won't easily prescribe extra schooling, yet needs to comprehend who has entry to high schools, how faculties are manage, and what and the way they train.

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Structure includes who has access to schooling, de jure or de facto. Besides procedures to grant or deny access directly, linguistic and symbolic processes also matter indirectly.  1.  137.  14. 26 McCauley 2002. 27 Cole and Barsalou 2006. 28 How schools are set up – for instance, whether classes are segregated by group as in apartheid South Africa – is another main part of the structure of education in conflict and peacebuilding. Content and structure of schooling are both important, and I examine each equally in the case studies that follow.

In Rwanda, for instance, this would mean considering Jean-de-Dieu, Joyeuse, and Marie individuals rather than members of Hutu or Tutsi groups. By shifting attention to the individual, it is possible to reduce the power of group distinctions and help lead to social cohesion. 85 In contrast to collectivizing or essentializing groups, decategorization aims to Allport 1958. Hayes, McAllister, and Dowds 2007. 82 Allport 1958; Pettigrew 1998; Tal-Or, Boninger, and Gleicher 2002. 83 Ali and Matthews 2004; Kelman 1999; Ross 2007.

14 Even colonial powers noticed this mixing in their 1926 report. De Lame 2005, pp. 101–102.

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