Cahier No45 = Rwabugili Le Dernier Monarque Du Rwanda Pre-Colonial
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The Rwandan Genocide: Combating Stereotypes And
The Rwandan Genocide: Combating Stereotypes and Understanding the Origins Nicola Skakel Senior Honors Thesis Department of History April 9th 2018 Defense Committee: Dr. Susan K. Kent, Department of History, Primary Advisor Dr. Matthew Gerber, Department of History, Honors Council Representative Dr. Paul Shankman, Department of Anthropology, Advisor 1 Introduction On the 7th of April 1994, the small east African country of Rwanda erupted into one of the most deadly and intimate genocides the modern world had ever witnessed. Whilst the western world stood by and watched in just 100 days over 800,000 Rwandans out of a total population of 7 million, were systematically murdered in the most brutal and violent of ways. Those who were targeted made up the country’s minority ethnic group the Tutsis, and moderates from the majority group, the Hutus. For many, the legacy of Rwanda is a monstrous example of extreme pent up ethnic tensions that has its roots in European colonialism. In contrast, I will argue that the events not just of 1994 but also the unrest that proceeded it, arose from a highly complex culmination of long-standing historical tensions between ethnic groups that long pre-dated colonialism. In conjunction, a set of short-term triggers including foreign intervention, civil war, famine, state terrorism and ultimately the assassination of President Habyarimana also contributed to the outburst of genocide in 1994. Whilst it would be easy to place sole responsibility on European colonists for implementing a policy of divide and rule and therefore exacerbating ethnic tensions, it seems to me that genocide is never that cut and dried: it can never be explained by one factor. -
Church and State in Rwanda: Catholic Missiology and the 1994 Genocide Against the Tutsi Marcus Timothy Haworth SIT Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Spring 2018 Church and State in Rwanda: Catholic Missiology and the 1994 Genocide Against the Tutsi Marcus Timothy Haworth SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the African Languages and Societies Commons, African Studies Commons, Catholic Studies Commons, Ethics in Religion Commons, Missions and World Christianity Commons, Politics and Social Change Commons, Race and Ethnicity Commons, Social and Cultural Anthropology Commons, and the Sociology of Religion Commons Recommended Citation Haworth, Marcus Timothy, "Church and State in Rwanda: Catholic Missiology and the 1994 Genocide Against the Tutsi" (2018). Independent Study Project (ISP) Collection. 2830. https://digitalcollections.sit.edu/isp_collection/2830 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. CHURCH AND STATE IN RWANDA CATHOLIC MISSIOLOGY AND THE 1994 GENOCIDE AGAINST THE TUTSI MARCUS TIMOTHY HAWORTH WORLD LEARNING – SIT STUDY ABROAD SCHOOL FOR INTERNATIONAL TRAINING RWANDA: POST-GENOCIDE RESTORATION AND PEACEBUILDING PROGRAM CELINE MUKAMURENZI, ACADEMIC DIRECTOR SPRING 2018 ABSTRACT During the 1994 Genocide -
UC Santa Barbara Dissertation Template
UNIVERSITY OF CALIFORNIA Santa Barbara Iron Mothers and Warrior Lovers: Intimacy, Power, and the State in the Nyiginya Kingdom, 1796-1913 A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in History by Sarah Elizabeth Watkins Committee in charge: Professor Stephan F. Miescher, Chair Professor Mhoze Chikowero Professor Erika Rappaport Professor Leila Rupp June 2014 The dissertation of Sarah E. Watkins is approved. _____________________________________________ Mhoze Chikowero _____________________________________________ Erika Rappaport ____________________________________________ Leila Rupp ____________________________________________ Stephan F. Miescher, Committee Chair May 2014 Iron Mothers and Warrior Lovers: Intimacy, Power, and the State in the Nyiginya Kingdom, 1796-1913 Copyright © 2014 by Sarah Elizabeth Watkins iii ACKNOWLEDGEMENTS While responsibility for the end result of this work rests with me, its creation would not have been possible without the support and dedication of many others. For their intellectual and moral support through the preparation and writing of this dissertation, I want to thank Stephan Miescher, my advisor, and Mhoze Chikowero, Erika Rappaport, and Leila Rupp, for agreeing to shepherd me through this process. Writing a dissertation can be excruciating, but having such a supportive and engaged committee makes all the difference. For their mentorship during my research and writing in Rwanda, I want to thank David Newbury, Catharine Newbury, Rose-Marie Mukarutabana, Bernard Rutikanga, and Jennie Burnet, as well as the Faculty of History at the National University of Rwanda. Their insights have sharpened my analysis, and consistently challenged me to engage more deeply with the sources, as well as to consider the broader context of the stories with which I am so fascinated. -
Assumpta -And-Benjamin 010Ed
WP 010 | May 2018 WoP Ar king P E R Singing the Struggle: The Rwandan Patriotic Front’s ideology through its songs of liberation Assumpta Mugiraneza and Benjamin Chemouni About the authors Abstract Benjamin Chemouni is a LSE Fellow in the Department of This article studies the Rwandan Patriotic International Development at the London School of Eco- Front’s (RPF) ideology as articulated nomics. His research analyses post-conflict state building before the genocide. To do so, it identi- trajectory in the African Great Lakes’ Region, focusing fied, transcribed, translated and analysed especially on Burundi and Rwanda. He explores in partic- 20 songs of RPF members and supporters ular elite dynamics, rebel movements and their ideology, and state/society interface. He has published in World composed before or around 1994 to under- Development, the Journal of Eastern African Studies, and stand how, before reaching power, the Third World Thematics. RPF made sense of its environment and Assumpta Mugiraneza is the co-founder and director of the issues it faced, how it envisioned the the IRIBA Centre for Rwanda’s multimedia heritage. She proper order of society, and how such is an educationalist, a psychologist and a political scien- order was to be achieved. Analysis focus- tist. For 20 years, she has worked on the topics of extreme es on four main themes: national unity, the violence and genocide, focusing particularly on the role of RPF’s depiction of itself, the depiction of language and communication, for example comparing the its enemy, and its relation to the interna- Nazi and Hutu power discourses. -
And Conflict in Rwanda
MANIPULATION OF ETHNIC IDENTITY DURING THE COLONIAL REFORM OF ADMINISTRATION (1926 1931) AND CONFLICT IN RWANDA Jean Bosco N. Binenwa Dissertation Submitted in Partial Fulfilment of the Requirements For the Degree of Masters of Human Sciences in the Programme of Conflict Resolution and Peace studies (CRPS) University of Kwazulu Natal (February 2004) 11 DEDICATION To my Wife Susurutsa Anne Marie who encouraged me with her love, patience and endless support and advice throughout this Masters course To my daughter Bana Sun 11l DECLARATION OF ORIGI ALITY I hereby declare that this dissertation, unless specifically indicated to the contrary in the text, is my own work. lB.N. Binenwa University of Kwazulu Natal February 2004 IV ACKNOWLEDGEMENTS Most sincere thanks to Professor Rwigamba Balinda, the initiator of the project through which this Masters course and this dissertation are completed. Thanks to Professor Seleti: without his guidance this dissertation would not have been' completed. To Professor Geoff Harris for his invaluable advice, encouragement and enthusiastic help throughout this Masters course To my family in general and all people who assisted me, in paIiicular Ingabire Lillian, Ruben, Betty Kanangire and all colleagues from ULK. v TABLE OF CONTENTS Dedication 11 Declaration oforiginality 111 Acknowledgements IV List of Acronyms V List of Tables VI Table of Contents V1I Abstract Vlll CHAPTER 0 E: INTRODUCTIO PROBLEM STATEME TAD PURPOSE OF THE STUDY 1.1. INTRODUCTIO 1 1.2. PROBLEM STATEMENT 1 1.3. GENERAL PURPOSE OF THE STUDY: MAIN RESEARCH QUESTIONS 6 1.4. SPECIFIC OBJECTIVES 6 1.5. DELIMITATION 7 1.6. METHODOLOGY 7 1.6.1. -
International Journal of Business and Social Science Research
International Journal of Business and Social Science Research Vol: 2, Issue: 8 August/2021 DOI: http://dx.doi.org/10.47742/ijbssr.v2n8p1 https://ijbssrnet.com/index.php/ijbssr Cultural and Historical Preservation through Onomastic Materials: A Case of Toponyms and Anthroponyms in Kinyarwanda Jacques Lwaboshi Kayigema Department of African Languages University of South Africa Pretoria, South Africa Orcid: https://orcid.org/0000-0002-3525-0398 Email: [email protected] South Africa ARTICLE INFO ABSTRACT Article history: Proper names, also linguistically called toponyms and anthroponyms, embed extensive Received: 26 July 2021 sociolinguistic, cultural, and historical aspects in the life of any nation. Thus, they have Revised: 17 Aug 2021 caught the researcher’s attention because of the cultural and historical heritage they Accepted: 20 Aug 2021 preserve in the context of language contact. From one place to another, and one specific Publication: period to another, anthroponyms and toponyms offer a wide range of research because DOI: 10.47742/ijbssr.v2n8p1 of the scientific curiosity researchers have as to know why the name of a person or place exists, where it comes from, who named it, and when it was named so. In other words, the research is carried within spatial and temporal scope. Anthroponymy is the study of proper names of human beings, both individual and collective, while toponymy is the study of proper names of places. This paper aims at showing how place and person names embed cultural and historical features necessary to understand, explain, and preserve a people’s culture and history for a given period. The method used to research this topic is descriptive and it is based on the materials observed from various sources such as street names, hoardings, individual names, just to name a few. -
Migracje Jako Skutek Tożsamości Etnicznej W Regionie Wielkich Jezior Afrykańskich Migrations As the Consequences of Ethnic Identity in the African Great Lakes Region
194 Cywilizacja i Polityka 2019 Tom 17 Nr 17 Wioleta Gierszewska Uniwersytet Gdański ORCID: 0000-0002-5024-9379 Migracje jako skutek tożsamości etnicznej w regionie Wielkich Jezior Afrykańskich Migrations as the consequences of ethnic identity in the African Great Lakes region. Słowa kluczowe: migracje, etniczność, region Wielkich Jezior Afrykańskich Keywords: migrations, ethnic, African Great Lakes region Streszczenie Celem artykułu jest wyjaśnienie problemu migracji, jako konsekwencji manipulacji tożsamością etniczną w regionie Wielkich Jezior Afrykańskich1. Teza artykułu opiera się na założeniu, że migracje stanowią w dużej mierze skutek tożsamości etnicznej. Problem badawczy, choć nie należy do najnowszych, nadal jest aktualny, czego dowodzą liczne konflikty w tej części Afryki na tle tożsamościowym. Abstract The aim of the article is the explanation of the migration problem as the consequences of the manipulation within the field of ethnic identity, in the region of the African Great Lakes. The thesis of the article is based on an assumption that the migrations are mostly the result of ethnic identity in the region. The research problem, though not new, is still valid which is confirmed by numerous ethnic conflicts in the region. 1Istnieje kilka klasyfikacji przynależności państw do regionu Wielkich Jezior Afrykańskich. Według klasyfikacji geograficznej region odnosi się do skupisk wielkich jezior na obszarach tektonicznych w Afryce Wschodniej. Na tych terenach znajdują się jeziora: Alberta, Wiktorii, Edwarda, Kiwu, Tanganika oraz Malawi. Obszar obejmuje państwa należące częściowo do Afryki Środkowej i Afryki Wschodniej. Zgodnie z klasyfikacją pod względem politycznym, często stosowaną we francuskojęzycznych słownikach, w skład regionu Wielkich Jezior Afrykańskich wchodzą takie państwa jak: Demokratyczna Republika Konga, Uganda, Burundi, Rwanda. -
Manuel D'instruction Aux Agents Recenseurs
REPUBLIQUE RWANDAISE COMMISSION NAONALE MINISTERE DES FINANCES DE RECENSEMENT ET DE LA PLANIFICATION ECONOMIQUE SERVICE NATIONAL DE RECENSEMENT B.P.6139 Kigali. Tél. : (250)519562/3/4 - 585215/8. Fax: (250)519114 E-mail : [email protected] IIIEME RECENSEMENT GENERAL DE LA POPULATION ET DE L’HABITAT (16-30 AOUT 2002) Kigali, Juin 2002 I. MANUEL D’INSTRUCTIONS AUX AGENTS RECENSEURS TABLE DE MATIERES Chapitre I : INTRODUCTION 1.1. : Qu’est-ce qu’un recensement ?…..…………………………………………….7 1.2. : Objectif du Recensement…………..……………………………………………7 1.3. : Dispositions légales………………..……………………………………………..7 1.4. : Organisation générale du Recensement ……………………………………...8 1.5. : Découpage du Territoire en vue du Recensement ...………………………..9 Chapitre II : NOTIONS GENERALES ……...…………………………………………………10 2.1. : Quelques observations …….…………………………………………………..10 2.2. : Remarques particulières .….…………………………………………………...10 Chapitre III : DEFINITIONS DE BASE ……..………………………………………………..13 3.1. : Le ménage ……………………………………………………………………..13 3.1.1. : Ménage ordinaire ….……………………………………………………...13 3.1.2. : Ménage collectif ….….……………………………………………………..13 3.1.3. : Ménage ordinaire logeant dans l’enceinte du ménage collectif …...….14 3.1.4. : Identification des ménages collectifs ….…………………………………14 3.1.5. : Statut de Résidence ….……………………………………………………14 3.2. : Cas spéciaux ….………………………………………………………………..16 3.3. : Nuit de Référence ….………………………………………………………….17 Chapitre IV : DOSSIER DE L’AGENT RECENSEUR ………………………………………17 Chapitre V : LIMITES DE LA ZONE DE DENOMBREMENT & NUMEROTATION DES MENAGES ……………………………………..17 5.1. : Lecture de la carte………………………………………………………………17 5.2. : Limites de la Zone de Dénombrement (ZD)………………………………….18 5.3. : Numérotation des maisons et des ménages…………………………………19 II. Chapitre VI : REMPLISSAGE DE LA FICHE DU RECENSEMENT DE L’AGRICULTURE ET DE L’ELEVAGE ……...……………………..24 6.1.1. : Identification de la ZD ..………………………………………………………24 6.1.1.1. : Province, District, Secteur, Cellule ...………………………………...24 6.1.1.2. -
Ubumwe Bw'abanyarwanda : Mbere Y'abazungu N'igihe Cy'ubukoloni
REPUBULIKA Y'U RWANDA PEREZIDANSI YA REPUBULIKA UBUMWE BW'ABANYARWANDA ~ MBERE Y'ABAZUNGU N'IGIHE CY'UBUKOLONI ~ MU GIHE CYA REPUBULIKA YA MBERE KIGALI, KANAMA 1999 1 IBIRIMO IRIBURIRO CH.1 IMIBANIRE Y’ABANYARWANDA MBERE Y’ABAZUNGU N’IGIHE CY’UBUKOLONI 1.1 Ubumwe mbere y’Abazungu 1.1.1 Ubumwe bwari bugizwe na bande? 1.1.2 Ibyarangaga ubumwe (ibishyitsi by’ubumwe) 1.1.3 Ibyari bibangamiye ubumwe 1.2 Ubumwe mu gihe cy’Ubukoloni 1.2.1 Ubwami 1.2.2 Ubutegetsi bwite bwa gikoloni 1.2.3 Amadini 1.2.4 Amashuri CH.II IBIKORWA BY’AGAHATO MU GIHE CY’UBUKOLONI BW’ABABILIGI 2.1 Akazi (corvée/forced labour) 2.2 Uburetwa 2.3 Shiku 2.4 Umugogoro 2.5 Ikawa 2.6 Umusoro 2.6.1 Umusoro w’Abazungu 2.6.2 Ububi bw’umusoro wa gikoloni (1916-1962) 2.7 Ibihano ku batubahirije ibikorwa by’agahato 2.8 Ubuhake 2.8.1 Ubuhake mbere y’ubukoloni 2.8.2 Ubuhake mu gihe cy’ubukoloni 2.9 Ubukonde CH.III INZIRA YO KWIGOBOTORA UBUKOLONI (1952-1962) 3.1 Uruhare rw’abaturage 3.2 Abategetsi b’Abanyarwanda 3.3 Abategetsi b’Abakoloni 3.4 Abize (élites/elites) 3.4.1 Mise au point 3.4.2 Manifeste des Bahutu 2 3.5 O.N.U 3.6 Uruhare rwa Kiliziya 3.7 Amashyaka CH.IV INKOMOKO N’IMIBANIRE Y’ABAHUTU, ABATUTSI N’ABATWA 4.1 Inkomoko 4.2 Ubuhutu, Ubututsi, n’Ubutwa mbere y’abazungu 4.3 Ubuhutu, Ubututsi n’Ubutwa igihe cy’Ubukoloni UMUSOZO Ibitekerezo ku bikorwa by’ingenzi byatuma ubumwe bugaruka Umugereka 1. -
King Kigeli V and the Shattered Kingdom of Rwanda
1 2 3 4 UMWAMI KING KIGELI V AND THE SHATTERED KINGDOM OF RWANDA (1896-2016) Stewart Addington Saint-David 5 “My wish is that every human being should be treated equally, and as a child of God, both here and in Rwanda.” -H. M. Jean-Baptiste Kigeli V Ndahindurwa, King of Rwanda (r. 1959- 2016) © 2018 Stewart Addington Saint-David. All rights reserved. 6 FOREWORD H. M. YUHI VI BUSHAYIJA King of Rwanda I was born into a branch of the ruling dynasty of the Kingdom of Rwanda as it entered its final phase as the active central component of the country's political and cultural life, during the reign of my late uncle, King Kigeli V Ndahindurwa. The king of Rwanda, called Umwami in our Kinyarwanda language, has always been considered the “father of the nation,” and is seen as the universal patriarch of the countless family groups that constitute the vital human fabric of our country. Through decades of foreign intervention and encroachment, the institution of the monarchy withstood the test of time, and was seen as the central pillar of the Rwandan state. Under the wise rule of my grandfather, Yuhi V Musinga, as well during that of my uncles Mutara III Rudahigwa and Kigeli V Ndahindurwa, the nation was able to preserve its cultural heritage and internal autonomy, all the while moving haltingly toward full independence and eventual self- determination. The monarchy, and the monarch in particular, have always acted as guarantors of stability and continuity across the land, despite the turmoil that engulfed other surrounding nations as the moral, social, and political depredations of colonialism left waves of conflict and bloodshed in their wake. -
History Citizenship
History and Citizenship Senior Two Student’s Book Copyright © 2020 Rwanda Basic Education Board All rights reserved. This book is the property for the Government of Rwanda. Credit must be given to REB when the content is quoted ii iii FOREWORD Dear Student, Rwanda Basic Education Board is honoured to present to you History and Citizenship book for Senior Two which serves as a guide to competence-based teaching and learning to ensure consistency and coherence in the learning of History and Citizenship subject. The Rwandan educational philosophy is to ensure that you achieve full potential at every level of education which will prepare you to be well integrated in society and exploit employment opportunities. The government of Rwanda emphasizes the importance of aligning teaching and learning materials with the syllabus to facilitate your learning process. Many factors influence what you learn, how well you learn and the competences you acquire. Those factors include quality instructional materials available, assessment strategies for the learners among others. Special attention was paid to activities that facilitate learning process develop your ideas and make new discoveries during concrete activities carried out individually or with peers. In competence-based curriculum, learning is considered as a process of active building and developing knowledge and meanings by the learner where concepts are mainly introduced by an activity, a situation or a scenario that helps the learner to construct knowledge, develop skills and acquire positive attitudes and values. For effective use of this textbook, your role is to: • Work on given activities which lead to the development of skills • Share relevant information with other learners through presentations, discussions, group work and other active learning techniques such as role play, case studies, investigation and research in the library, from the internet or from your community; • Participate and take responsibility for your own learning; • Draw conclusions based on the findings from the learning activities. -
The Unity of Rwandans Before the Colonial Period and Under The
REPUBLIC OF RWANDA OFFICE OF THE PRESIDENT OF THE REPUBLIC THE UNITY OF RWANDANS - BEFORE THE COLONIAL PERIOD AND UNDER THE COLONIAL RULE - UNDER THE FIRST REPUBLIC Kigali, August 1999 1 TABLE OF CONTENTS PREFACE .........................................................................…………………………... l CHAPTER I. RELATIONS BETWEEN RWANDANS BEFORE THE COLONIAL PERIOD AND UNDER THE COLONIAL RULE .................................................…………...4 1.1. Unity before the Colonial Period ...........................................…………………4 l. l. l. Who were constituting unity ?.............................................. ………………….4 1.1.2. Unity characteristics (unity stocks)......................................………………….. 4 1.1.3. Obstacles to unity...........................................................……………………... 7 1.2. Unity under the Colonial rule................................................ ………………….7 1.2.1. Monarchy...................................................... ……………………7 1.2.2. Colonial administration.....................................……………….. 10 1.2.3. Religions ....................................................... ………………….14 1.2.4. Schools......................................................... …………………..16 CHAPTER II. FORCED LABOUR UNDER THE BELGIAN COLONIAL RULE.............................................. …………………..20 2.1. Forced labour ......................................................... ………………….20 2.2. Corvée ..............................................................……………………….22 2.3. Cultivating fallow