The Tutsi Colonisation Plan, Conspiracy, and Genocide in Rwanda
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The History of Modern Rwanda Through Photos
The History of Modern Rwanda through Photos PHOTO LINKS WITH HISTORICAL DESCRIPTIONS DIRECTIONS: The photo URLs and accompanying historical descriptions listed below are the basis for the photo/ time line activity in The History of Modern Rwanda through Photos lesson plan. See Procedure 1 in the lesson plan for procedural options for student use of the photos/descriptions. 1. Ethnic Differentiation between Hutus and Tutsis, 1920’s http://modernhistoryproject2012.wordpress.com/history-of-hutu-tutsi-relations/ (First illustration, right side) The racist eugenics movement was popular in the United States and Europe in the 1920’s and 1930’s. It is this racism by European powers that influenced the interactions with Africans. Racism was the filter by which Bel- gian scientists, interested in understanding the nature of the relationship between the Hutu (75% majority) and the Tutsi (15-20% minority), measured heads, noses, skin color, height and body shape in an attempt to explain “scientifically” why the Tutsis were a “superior” tribe. The Belgian scientists concluded after their “re- search” that the Tutsis had European features, and this explained why they held the power despite being in the minority. This process brought institutional racism into Rwanda. 2. Tutsis Fled Ethnic Violence After Independence, 1959-1962 http://bengal.missouri.edu/~smwgz8/history.htm (Second image, first photo on page) Tutsis fled Rwanda after the Hutus rose to power and the resulting violence between the two groups when the Tutsi-led monarchy was overthrown. Over 150,000 Tutsis fled the country to Uganda and Burun- di, and those remaining in Rwanda were barred from political office after the 1962 constitution. -
Accepting the End of My Existence: Why the Tutsis Did Not Respond More Forcefully During the Rwandan Genocide
The Alexandrian II, no. 1 (2013) Accepting the End of my Existence: Why the Tutsis Did Not Respond More Forcefully during the Rwandan Genocide Theo M. Moore On April 6, 1994, in Rwanda, one of the most horrific events in human history took place, known as the Rwandan Genocide. This act of violence was planned and carried out by Hutu extremist with an objective to exterminate all Tutsis. The Hutu motives behind this act of violence dates back to the nineteenth century when the Tutsis ruled over Rwanda. Under Tutsi rule, the Hutu claimed to have been mistreated by the Tutsi. The conflict between the two ethnic groups would escalate when Europeans began colonizing countries in Africa. In 1916, under Belgium occupation of Rwanda, the Belgians supported the Tutsis until they began pursuing an attempt to become independent. In result, the Belgians began supporting the Hutu to assist them in overthrowing Tutsi rule. In the early 1960s, The Hutus came to power and used drastic measures to sustain their power. Throughout the Hutu reign, they displayed ominous signs of a possible genocide against the Tutsi. However, the Tutsi gave a minimum effort of resistance toward the Hutus. This paper questions why there was a limited effort of response from the Tutsi in the Rwandan Genocide in 1994.The goal is to answer the question with evidence to support reasons why the Tutsis did not respond effectively. Genocide is an effort to directly kill a group of people or indirectly by creating conditions such as starvation and rape.1 The majority of genocides consist of destroying national, ethnic, or religious groups. -
) 1 W~ Mathias Marcuss~
;) 1 W~ MATHIAS MARCUSS~ INTERNATIOI\AL CRIMINAL TRIBUNAL FOR RvVANDA ;.'- CASE NC J.:TR 19"; THE PROSECUTOR OF THE TRIB UNAL l~.·~'--'~l~C:-T ~~ AGAINST RECEIVED HASSAN NGEZE ,'; ;-, ~", 1" ~ 7 _, .....',~! V v ACTION :e..e",=,~~ COpy ~ ~ Il\DICTMENT I. The do;;eCcor ufthe International Criminal Tribun,j for Rwanda, pursuant to the authority stipulated in Article 17 of the Statute of the TribllfJaI 01' the L'lternational Crim: al Tribunal for Rwanda (the Statute oEthe Tribunal) charges Hi SSAN {GEZE with GENOCIDE, DIRECT ANi) PUBLIC INCITEMENT TO COMMIT CENOCll ~, and CRIM.!!:S AGAINST HUMANITY, all offenses stip:llated in Articles 2.ud 3 0 the Statut.: of the fribunal as set forth belo N: 2, THE ACCUSED HASSAN NGEZE was born in 1961 in the Commune of Rubavu, Prefecture of Gisenyi, ,he Republic of 'Zwand At the tim.: of the eV~:lts referred to in this indictment, HASSAN NGEZE was Editor-in-Chief of the .i' 'lirna: knewn :.IS, and published under tbe name ot~ KANGURA. PURL: https://www.legal-tools.org/doc/085c26/ 3. CONCISE STATENIENT OF THE ACTS 3.1. The crimes inthislnd';tmentr)l\! plse in Rwsnda, between January 1 and December :3 1 of 1994. 3.2. During the events n:rerred to III this indictment, Tutsis and Hutus were identified as ethnic or racial group<;. 3.3. DLL inlS the events referre, in thi' indi . (ment, there were in Rwanda \\idespre.d or sy ~ematic ,ttacL '1gain-t a civilian population, including Tutsis and certa:n 1{utus, Oil poliucal, etl lie or l'acial grounds. -
[Sample B: Approval/Signature Sheet]
GRASS-ROOTSPATHS TN THE LAl'lD OF ONE THOUSAND HILLS: WHAT RWANDANS ARE DOING TO TAKEPEACEBUILDING AND GENOCIDE PREVENTION It"TO THEIR OWN I-lANDS AND ITS IMPACT ON CONCEPTS OF SELF AND OTHER by Beth Robin Mandel AThesis Submitted to the Graduate Faculty of George Mason University in Partial Fulfillment of The Requirements for the Degree of Master of Arts Anthropology Director Department Chairperson Dean, College of Humanities and Social Sciences Date: Summer Semester 2014 George Mason University Fairfax, VA Grass-roots Paths in the Land of One Thousand Hills: What Rwandans are Doing to Take Peacebuilding and Genocide Prevention into Their Own Hands and Its Impact on Concepts of Self and Other A Thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts at George Mason University By Beth Robin Mandel Graduate Certificate George Mason University, 2009 Bachelor of Arts George Washington University, 1992 Director: Jeffrey Mantz, Professor Department of Sociology and Anthropology Summer Semester 2014 George Mason University Fairfax, VA Copyright 2014 Beth Robin Mandel All Rights Reserved ii DEDICATION I have never been a fan of dedications, but I almost always read them as it provides a chance to glimpse something personal about the author. As for me… the people I love the most –who also loved me dearly, who would have done anything for me, and who influenced my life in the most profound ways –are no longer living in this world. What I owe to my grandparents and my parents as positive influences in my life is immense, and dedicating this unfinished work to them seems insufficient. -
Genocide and Media
Genocide and Media A presentation to the Summer Program on Genocide and Reconstruction, organized by the Interdisciplinary Genocide Studies Center (IGSC) from 24 to 30 June 2013. CNLG, 26/06/2013. By Privat Rutazibwa1 Introduction I have been requested to make a presentation on Genocide and media. The topic is a bit broad and a number of aspects could be discussed under it. These aspects include: - The role of Rwandan media during the 1994 genocide against the Tutsi. The infamous contribution of RTLM, Kangura and other hate media to the 1994 genocide against the Tutsi has been widely commented on by authoritative authors and other scholars. Jean-Pierre Chrétien (sous la direction de) (1995). Rwanda. Les Medias du Génocide, Paris : Karthala, is the main reference in this respect. - The role of foreign media during the 1994 genocide against the Tutsi in the form of lack of sufficient coverage is another interesting aspect of this topic. Allan Thompson (edited by) (2007). The media and the Rwanda Genocide, London: Pluto Press, highlights the negative impact of the “vacuum of information” by foreign media in the 1994 genocide in Rwanda. - The use of the “hate media” precedent as an excuse for media censorship by the post-genocide Rwandan government is another aspect of the topic mainly developed by Human rights and media freedom activists. Lars Waldorf, “Censorship and Propaganda in Post-Genocide Rwanda”, in Allan Thompson, op.cit., pp 404-416, is an illustration of that sub-topic. I will discuss none of these aspects, though they may appear of great interest; mainly because they have been widely discussed elsewhere. -
Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective
UNIVERSITY OF LEEDS Entanglements of Modernity, Colonialism and Genocide Burundi and Rwanda in Historical-Sociological Perspective Jack Dominic Palmer University of Leeds School of Sociology and Social Policy January 2017 Submitted in accordance with the requirements for the degree of Doctor of Philosophy ii The candidate confirms that the work submitted is their own and that appropriate credit has been given where reference has been made to the work of others. This copy has been supplied on the understanding that it is copyright material and that no quotation from the thesis may be published without proper acknowledgement. ©2017 The University of Leeds and Jack Dominic Palmer. The right of Jack Dominic Palmer to be identified as Author of this work has been asserted by Jack Dominic Palmer in accordance with the Copyright, Designs and Patents Act 1988. iii ACKNOWLEDGEMENTS I would firstly like to thank Dr Mark Davis and Dr Tom Campbell. The quality of their guidance, insight and friendship has been a huge source of support and has helped me through tough periods in which my motivation and enthusiasm for the project were tested to their limits. I drew great inspiration from the insightful and constructive critical comments and recommendations of Dr Shirley Tate and Dr Austin Harrington when the thesis was at the upgrade stage, and I am also grateful for generous follow-up discussions with the latter. I am very appreciative of the staff members in SSP with whom I have worked closely in my teaching capacities, as well as of the staff in the office who do such a great job at holding the department together. -
The International Response to Conflict and Genocide:Lessom from the Rwanda Experience
The International Response to Conflict and Genocide: Lessons from the Rwanda Experience March 1996 Published by: Steering Committee of the Joint Evaluation of Emergency Assistance to Rwanda Editor: David Millwood Cover illustrations: Kiure F. Msangi Graphic design: Designgrafik, Copenhagen Prepress: Dansk Klich‚, Copenhagen Printing: Strandberg Grafisk, Odense ISBN: 87-7265-335-3 (Synthesis Report) ISBN: 87-7265-331-0 (1. Historical Perspective: Some Explanatory Factors) ISBN: 87-7265-332-9 (2. Early Warning and Conflict Management) ISBN: 87-7265-333-7 (3. Humanitarian Aid and Effects) ISBN: 87-7265-334-5 (4. Rebuilding Post-War Rwanda) This publication may be reproduced for free distribution and may be quoted provided the source - Joint Evaluation of Emergency Assistance to Rwanda - is mentioned. The report is printed on G-print Matt, a wood-free, medium-coated paper. G-print is manufactured without the use of chlorine and marked with the Nordic Swan, licence-no. 304 022. 2 The International Response to Conflict and Genocide: Lessons from the Rwanda Experience Study 2 Early Warning and Conflict Management by Howard Adelman York University Toronto, Canada Astri Suhrke Chr. Michelsen Institute Bergen, Norway with contributions by Bruce Jones London School of Economics, U.K. Joint Evaluation of Emergency Assistance to Rwanda 3 Contents Preface 5 Executive Summary 8 Acknowledgements 11 Introduction 12 Chapter 1: The Festering Refugee Problem 17 Chapter 2: Civil War, Civil Violence and International Response 20 (1 October 1990 - 4 August -
Body Politics and the Rwandan Crisis
Third World Quarterly, Vol 24, No 3, pp 479–493, 2003 Body politics and the Rwandan crisis ERIN K BAINES ABSTRACT Since the Rwandan genocide of 1994, scholars and policy think- tanks have produced an impressive number of macro-level studies and theories to explain the seemingly inexplicable: how and why did this happen? Yet these studies, most often based on ethnic and/or global level analyses, tend to simplify complex social relations at the local level which likewise contributed to the genocide. This article examines ‘micro-level’ testimonial evidence collected in human rights reports to shed light on one particularly under-theorised realm and approach, that of gender and the politics of the body. I suggest that the 1994 genocide was an extreme attempt not only to purge the ‘Hutu nation’ of the Tutsi, but also to actively engender a vision of the ‘Hutu nation’ in the minds of an otherwise diverse and fragmented local populace. Women’s bodies, gender and sexuality became highly contested terrains for scripting this vision of an imagined nation. It is the human body that serves as the ultimate tablet upon which the dictates of the state are inscribed.1 Since the Rwandan genocide of 1994, academics and policy think-tanks have produced an impressive number of macro-level studies and theories to explain the seemingly inexplicable: how and why did this happen?2 Up to 800 000 Tutsi and moderate Hutu murdered in just three months. Parallel to this literature, journalists and human rights groups have documented in meticulous detail the specifics of the genocide: who was involved, what was their plan and how this plan was implemented.3 These literatures are less than theoretical, but they are rich in ‘micro-level’ empirical evidence. -
We Are All Rwandans”
UNIVERSITY OF CALIFORNIA Los Angeles “We are all Rwandans”: Imagining the Post-Genocidal Nation Across Media A dissertation submitted in partial satisfaction of the requirements for the degree Doctor of Philosophy in Film and Television by Andrew Phillip Young 2016 ABSTRACT OF DISSERTATION “We are all Rwandans”: Imagining the Post-Genocidal Nation Across Media by Andrew Phillip Young Doctor of Philosophy in Film and Television University of California, Los Angeles, 2016 Professor Chon A. Noriega, Chair There is little doubt of the fundamental impact of the 1994 Rwanda genocide on the country's social structure and cultural production, but the form that these changes have taken remains ignored by contemporary media scholars. Since this time, the need to identify the the particular industrial structure, political economy, and discursive slant of Rwandan “post- genocidal” media has become vital. The Rwandan government has gone to great lengths to construct and promote reconciliatory discourse to maintain order over a country divided along ethnic lines. Such a task, though, relies on far more than the simple state control of media message systems (particularly in the current period of media deregulation). Instead, it requires a more complex engagement with issues of self-censorship, speech law, public/private industrial regulation, national/transnational production/consumption paradigms, and post-traumatic media theory. This project examines the interrelationships between radio, television, newspapers, the ii Internet, and film in the contemporary Rwandan mediascape (which all merge through their relationships with governmental, regulatory, and funding agencies, such as the Rwanda Media High Council - RMHC) to investigate how they endorse national reconciliatory discourse. -
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. -
Genocide POLI 120N: Contention and Conflict in Africa Professor Adida
POLI 120N: Contention and Conflict in Africa Professor Adida Genocide What is genocide? • Coined in 1943 by Jewish-Polish lawyer Raphael Lemkin: • genos = race/tribe in Greek • cide = to kill in Latin • December 1948: UN Convention on Genocide • Defines genocide as “any of the following acts committed with the intent to destroy, in whole or in part, a national, ethnic, racial or religious group, as such: killing, causing serious bodily or mental harm, deliberately inflicting conditions of life calculated to bring about group’s physical destruction in whole or in part, imposing measures intended to prevent births within the group, forcibly transferring children of the group to another group.” UN Genocide Convention Examples Hereros and Namaquas by German colonialists Armenians by Ottoman Empire Examples Jews by Nazi Germany Tutsis by Hutus Naming • Genocide in Rwanda • Genocide in Darfur Genocide in Rwanda • April-June 1994: 800,000 Rwandans killed in 100 days • Most of the dead: Tutsi • Most of the perpetrators: Hutu Rwanda: precolonial background • Tutsi (14%), Hutu (85%), Twa (1%) • Socio-economic status: cattle-wealth • Stratified social hierarchy Rich in cattle Tutsi Subordinate Hutu Rwanda: colonialism and independence • Political dominance of Tutsi monarchy, even before colonization • Colonial rule (German and Belgian): monarchy continued; forced Hutu labor; violence against Hutu; Hamitic hypothesis • Hutu mobilization in 1950s; PARMEHUTU vs. UNAR • 1961: Hutu Revolution: Hutu overthrow monarchy and establish Hutu power; persecute Tutsi -
From the on Inal Document. What Can I Write About?
DOCUMENT RESUME ED 470 655 CS 511 615 TITLE What Can I Write about? 7,000 Topics for High School Students. Second Edition, Revised and Updated. INSTITUTION National Council of Teachers of English, Urbana, IL. ISBN ISBN-0-8141-5654-1 PUB DATE 2002-00-00 NOTE 153p.; Based on the original edition by David Powell (ED 204 814). AVAILABLE FROM National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 56541-1659: $17.95, members; $23.95, nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. PUB TYPE Books (010) Guides Classroom Learner (051) Guides Classroom Teacher (052) EDRS PRICE EDRS Price MF01/PC07 Plus Postage. DESCRIPTORS High Schools; *Writing (Composition); Writing Assignments; *Writing Instruction; *Writing Strategies IDENTIFIERS Genre Approach; *Writing Topics ABSTRACT Substantially updated for today's world, this second edition offers chapters on 12 different categories of writing, each of which is briefly introduced with a definition, notes on appropriate writing strategies, and suggestions for using the book to locate topics. Types of writing covered include description, comparison/contrast, process, narrative, classification/division, cause-and-effect writing, exposition, argumentation, definition, research-and-report writing, creative writing, and critical writing. Ideas in the book range from the profound to the everyday to the topical--e.g., describe a terrible beauty; write a narrative about the ultimate eccentric; classify kinds of body alterations. With hundreds of new topics, the book is intended to be a resource for teachers and students alike. (NKA) Reproductions supplied by EDRS are the best that can be made from the on inal document.