The Western Media and the Portrayal of the Rwandan Genocide
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Press Freedom in the International Human Rights Discourse Wiebke Lamer Old Dominion University
Old Dominion University ODU Digital Commons Graduate Program in International Studies Theses & Graduate Program in International Studies Dissertations Spring 2014 Neglecting the 'Right on Which All Other Rights Depend': Press Freedom in the International Human Rights Discourse Wiebke Lamer Old Dominion University Follow this and additional works at: https://digitalcommons.odu.edu/gpis_etds Part of the International Relations Commons, and the Journalism Studies Commons Recommended Citation Lamer, Wiebke. "Neglecting the 'Right on Which All Other Rights Depend': Press Freedom in the International Human Rights Discourse" (2014). Doctor of Philosophy (PhD), dissertation, International Studies, Old Dominion University, DOI: 10.25777/j40y- n533 https://digitalcommons.odu.edu/gpis_etds/74 This Dissertation is brought to you for free and open access by the Graduate Program in International Studies at ODU Digital Commons. It has been accepted for inclusion in Graduate Program in International Studies Theses & Dissertations by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. NEGLECTING THE ‘RIGHT ON WHICH ALL OTHER RIGHTS DEPEND’: PRESS FREEDOM IN THE INTERNATIONAL HUMAN RIGHTS DISCOURSE by Wiebke Lamer B.A. June 2003, De Montfort University, UK M. A. September 2004, University of Leicester, UK M.Sc. September 2008, School of Advanced Study, University of London, UK A Dissertation Submitted to the Faculty of Old Dominion University in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF PHILOSOPHY INTERNATIONAL STUDIES OLD DOMINION UNIVERSITY May 2014 Approvedby: Kuri Taylor G^rhbatz (Director) tman (Member) Laura Roselle (Member) ABSTRACT NEGLECTING THE ‘RIGHT ON WHICH ALL OTHER RIGHTS DEPEND’: PRESS FREEDOM IN THE INTERNATIONAL HUMAN RIGHTS DISCOURSE Wiebke Lamer Old Dominion University, 2014 Director: Dr. -
88309 Rwanda Omslag
Assessment of the Impact and Influence of the Joint Evaluation of Emergency Assistance to Rwanda Lessons from Rwanda – Lessons for Today Rwanda – Lessons for Today Lessons from Following the 1994 Genocide in Rwanda the Danish Ministry of Foreign Affairs initiated a comprehensive evaluation of the international response. The findings were highly critical of nearly all the international actors. Ten years after the genocide the Ministry commissioned this assessment of the impact and influence of the evaluation. It concludes that the evaluation con- tributed to increased accountability among humanitarian organizations and that it had important influences on several major donor policies. But, despite a greater willingness by the international community to intervene militarily and to undertake more robust peacekeeping missions, these remain the exception rather than the rule where mass killings of civilians threaten or are even underway. The evaluation’s main conclusion – that “Humanitarian Action cannot substitute for political action” – remains just as December 2004 valid today as 10 years ago. Lessons from Rwanda – Lessons for Today ISBN: 87-7667-141-0 Lessons from Rwanda – Lessons for Today Assessment of the Impact and Influence of Joint Evaluation of Emergency Assistance to Rwanda John Borton and John Eriksson December 2004 © Ministry of Foreign Affairs December 2004 Production: Evaluation Department, Ministry of Foreign Affairs Cover: Kiure F. Msangi Graphic production: Phoenix-Print A/S, Aarhus, Denmark ISBN (report): 87-7667-141-0 e-ISBN (report): 87-7667-142-9 ISSN: 1399-4972 This report can be obtained free of charge by contacting: Danish State Information Centre Phone + 45 7010 1881 http://danida.netboghandel.dk/ The report can also be downloaded through the Ministry of Foreign Affairs’ homepage www.um.dk or directly from the Evaluation Department’s homepage www.evaluation.dk Responsibility for the content and presentation of findings and recommendations rests with the authors. -
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 -
Middle School Activity
Middle School Activity Reconciliation & Healing ESSENTIAL Overview QUESTIONS In this activity, students consider how individuals and countries What, if anything, can make amends for past injustices and explore the concept of do perpetrators reconciliation. They reflect on their own behavior and watch four owe victims of their eyewitness testimonies to understand how others have sought discrimination and and/or found healing in the wake of genocides. Students apply other human rights what they have learned to propose a solution to a local conflict violations? and create posters educating peers about ways to promote healing after injustices have been committed. Can personal and/ or public testimonies aid in the healing Target Audience process? Why or Middle School Social Studies why not? What role can average citizens play in Activity Duration helping people heal Two 45–60 minute class periods after human rights violations? Enduring Understandings In order for people to heal after their rights have been violated, they often need the perpetrator(s) to take responsibility for their actions. Providing people opportunities to publicly share their experiences as the victims or perpetrators of human rights abuses can be an important part of the healing process. Average citizens can help victims of human rights violations heal through compassion, acknowledgement, and support. Background Information/Links Holocaust In 1932, Adolf Hitler, leader of the nationalistic, antisemitic, and racist National Socialist German Workers' Party (Nazi Party), was elected to the German Reichstag (Parliament) and in January 1933, he was appointed Chancellor by President von Hindenburg. Copyright © 2019 Discovery Education. All rights reserved. Discovery Education, Inc. -
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. -
Chapter 7. Remembering Them
University of Calgary PRISM: University of Calgary's Digital Repository University of Calgary Press University of Calgary Press Open Access Books 2017-02 Understanding Atrocities: Remembering, Representing and Teaching Genocide Murray, Scott W. University of Calgary Press http://hdl.handle.net/1880/51806 book http://creativecommons.org/licenses/by-nc-nd/4.0/ Attribution Non-Commercial No Derivatives 4.0 International Downloaded from PRISM: https://prism.ucalgary.ca UNDERSTANDING ATROCITIES: REMEMBERING, REPRESENTING, AND TEACHING GENOCIDE Edited by Scott W. Murray ISBN 978-1-55238-886-0 THIS BOOK IS AN OPEN ACCESS E-BOOK. It is an electronic version of a book that can be purchased in physical form through any bookseller or on-line retailer, or from our distributors. Please support this open access publication by requesting that your university purchase a print copy of this book, or by purchasing a copy yourself. If you have any questions, please contact us at [email protected] Cover Art: The artwork on the cover of this book is not open access and falls under traditional copyright provisions; it cannot be reproduced in any way without written permission of the artists and their agents. The cover can be displayed as a complete cover image for the purposes of publicizing this work, but the artwork cannot be extracted from the context of the cover of this specific work without breaching the artist’s copyright. COPYRIGHT NOTICE: This open-access work is published under a Creative Commons licence. This means that you are free to copy, distribute, display or perform the work as long as you clearly attribute the work to its authors and publisher, that you do not use this work for any commercial gain in any form, and that you in no way alter, transform, or build on the work outside of its use in normal academic scholarship without our express permission. -
British Major-General Charles George Gordon and His Legacies, 1885-1960 Stephanie Laffer
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2010 Gordon's Ghosts: British Major-General Charles George Gordon and His Legacies, 1885-1960 Stephanie Laffer Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES GORDON‘S GHOSTS: BRITISH MAJOR-GENERAL CHARLES GEORGE GORDON AND HIS LEGACIES, 1885-1960 By STEPHANIE LAFFER A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Spring Semester, 2010 Copyright © 2010 Stephanie Laffer All Rights Reserve The members of the committee approve the dissertation of Stephanie Laffer defended on February 5, 2010. __________________________________ Charles Upchurch Professor Directing Dissertation __________________________________ Barry Faulk University Representative __________________________________ Max Paul Friedman Committee Member __________________________________ Peter Garretson Committee Member __________________________________ Jonathan Grant Committee Member The Graduate School has verified and approved the above-named committee members. ii For my parents, who always encouraged me… iii ACKNOWLEDGEMENTS This dissertation has been a multi-year project, with research in multiple states and countries. It would not have been possible without the generous assistance of the libraries and archives I visited, in both the United States and the United Kingdom. However, without the support of the history department and Florida State University, I would not have been able to complete the project. My advisor, Charles Upchurch encouraged me to broaden my understanding of the British Empire, which led to my decision to study Charles Gordon. Dr. Upchurch‘s constant urging for me to push my writing and theoretical understanding of imperialism further, led to a much stronger dissertation than I could have ever produced on my own. -
A Comparative Analysis of Media Freedom and Pluralism in the EU Member States
DIRECTORATE GENERAL FOR INTERNAL POLICIES POLICY DEPARTMENT C: CITIZENS' RIGHTS AND CONSTITUTIONAL AFFAIRS CIVIL LIBERTIES, JUSTICE AND HOME AFFAIRS A comparative analysis of media freedom and pluralism in the EU Member States STUDY Abstract This study was commissioned by the European Parliament's Policy Department for Citizens' Rights and Constitutional Affairs at the request of the LIBE Committee. The authors argue that democratic processes in several EU countries are suffering from systemic failure, with the result that the basic conditions of media pluralism are not present, and, at the same time, that the distortion in media pluralism is hampering the proper functioning of democracy. The study offers a new approach to strengthening media freedom and pluralism, bearing in mind the different political and social systems of the Member States. The authors propose concrete, enforceable and systematic actions to correct the deficiencies found. PE 571.376 EN ABOUT THE PUBLICATION This research paper was requested by the European Parliament's Committee on Civil Liberties, Justice and Home Affairs (LIBE) and commissioned, overseen and published by the Policy Department for Citizens' Rights and Constitutional Affairs. Policy Departments provide independent expertise, both in-house and external, to support EP committees and other parliamentary bodies in shaping legislation and exercising democratic scrutiny over EU external and internal policies. To contact the Policy Department for Citizens' Rights and Constitutional Affairs or to subscribe -
Page 540 H-France Review Vol. 8 (October 2008), No. 133 Daniela
H-France Review Volume 8 (2008) Page 540 H-France Review Vol. 8 (October 2008), No. 133 Daniela Kroslak, The French Betrayal of Rwanda. Bloomington and Indianapolis: Indiana University Press, 2008. 330 pp. Glossary, appendices, notes, bibliography, index. $24.95 U.S. (pb). ISBN 0-253- 21974-9. Review by Berny Sèbe, University of Durham. The third genocide of the twentieth century took place in the small and remote African country of Rwanda, at the crossroads between Central and Eastern Africa. Fifteen years after the events, the Rwandan genocide, which cost the lives of between 800,000 and a million people in less than four months (April-July 1994), remains one of the most passionately debated topics in African and international history. Several aspects of the event have generated intense scrutiny from a variety of scholars in various disciplines: the speed and scale of the massacres (about 10% of the entire Rwandan population was massacred); the ethnicization of political life under Belgian colonial rule (which ‘constructed’ ethnicity around the Hutu and Tutsi poles); the inability or unwillingness of the international community to stop the cycle of violence once it had started; and, France’s responsibility in supporting the Hutu-dominated regime which ultimately orchestrated the genocide of part of the country’s population (Tutsis and moderate Hutus). In The French Betrayal of Rwanda, Daniela Kroslak (who is also the author of France’s Role in the Rwandan Genocide) looks at this last aspect.[1] Following the widely accepted claim that -
Northumbria Research Link
Northumbria Research Link Citation: White, Dean (2012) The UK's Response to the Rwandan Genocide of 1994. Doctoral thesis, Northumbria University. This version was downloaded from Northumbria Research Link: http://nrl.northumbria.ac.uk/id/eprint/10122/ Northumbria University has developed Northumbria Research Link (NRL) to enable users to access the University’s research output. Copyright © and moral rights for items on NRL are retained by the individual author(s) and/or other copyright owners. Single copies of full items can be reproduced, displayed or performed, and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided the authors, title and full bibliographic details are given, as well as a hyperlink and/or URL to the original metadata page. The content must not be changed in any way. Full items must not be sold commercially in any format or medium without formal permission of the copyright holder. The full policy is available online: http://nrl.northumbria.ac.uk/policies.html THE UK’S RESPONSE TO THE RWANDAN GENOCIDE OF 1994 DEAN JAMES WHITE PhD 2012 THE UK’S RESPONSE TO THE RWANDAN GENOCIDE OF 1994 DEAN JAMES WHITE MA, BA (HONS) A thesis submitted in partial fulfilment of the requirements of the University of Northumbria at Newcastle for the degree of Doctor of Philosophy. Research undertaken in the School of Arts and Social Sciences. July 2012 ABSTRACT Former Prime Minister Tony Blair described the UK’s response to the Rwandan genocide as “We knew. -
Open Sainclairthesisfinal.Pdf
THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF AFRICAN STUDIES PROGRAM ETHNIC CONFLICTS AND CONFLICT RESOLUTION MECHANISMS: A CASE STUDY OF RWANDA TALIA SAINCLAIR SPRING 2016 A thesis submitted in partial fulfillment of the requirements for a baccalaureate degree in African Studies with honors in African Studies Reviewed and approved* by the following: Clemente Abrokwaa Professor of African Studies Thesis Supervisor Kevin Thomas Professor of Sociology Honors Adviser * Signatures are on file in the Schreyer Honors College. i ABSTRACT Conflict forms as an inevitable and fundamental aspect of human nature and coexistence, occurring due to natural differences in human interests, perceptions, desires, ambitions, and general dispositions. Conflict can occur, therefore, based on any range of issues including social, economic, political, cultural and religious beliefs. The purpose of this study is to examine the nature and causes of ethnic conflicts in Africa and the methods employed in resolving such conflicts. Specifically, it focuses on the Rwandan genocide of 1994 and the conflict resolution strategies employed by the government in its attempts at mitigating ethnic tensions in the post-genocide period of the country. The objective is to seek effective methods to help prevent and resolve conflicts on the African continent. Several studies have been conducted on the Rwandan genocide that focus on the conflict itself and its causes, as well as the progress Rwanda has made in the twenty-two years since the end of the genocide. However, few studies have focused on the conflict resolution methods employed in the post- genocide period that enabled the country to recover from the effects of the conflict in 1994 to its current state of peace. -
The Rwandan Genocide: a Study for Policymakers Engaged in Foreign Policy, Diplomacy, and International Development
Pepperdine Policy Review Volume 13 Article 5 5-7-2021 The Rwandan Genocide: A study for policymakers engaged in foreign policy, diplomacy, and international development Emily A. Milnes Pepperdine University, [email protected] Follow this and additional works at: https://digitalcommons.pepperdine.edu/ppr Recommended Citation Milnes, Emily A. (2021) "The Rwandan Genocide: A study for policymakers engaged in foreign policy, diplomacy, and international development," Pepperdine Policy Review: Vol. 13 , Article 5. Available at: https://digitalcommons.pepperdine.edu/ppr/vol13/iss1/5 This Article is brought to you for free and open access by the School of Public Policy at Pepperdine Digital Commons. It has been accepted for inclusion in Pepperdine Policy Review by an authorized editor of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. “‘These events grew from a policy aimed at the systematic destruction of a people… We are reminded of the capacity of people everywhere—not just in Rwanda, and certainly not just in Africa—but the capacity for people everywhere to slip into pure evil. We cannot abolish that capacity, but we must never accept it.’” —President Bill Clinton, Kigali, Rwanda (1998) I. Introduction Over a period of 100 days between April and mid-July of 1994, the Rwandan genocide claimed the lives of approximately 800,000 Rwandans and caused the displacement of an estimated two million refugees into surrounding nations (UNHCR). The eruption of fear, brutality, and violence as Rwandans massacred Rwandans stemmed from decades of civil war fueled by intractable existential, political, and socioeconomic conflicts between Tutsis and Hutus.