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Cultivating Peace Through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges Brittany Fried SIT Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Fall 2017 Cultivating Peace through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges Brittany Fried 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, Civic and Community Engagement Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Politics and Social Change Commons, Race and Ethnicity Commons, and the Secondary Education Commons Recommended Citation Fried, Brittany, "Cultivating Peace through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges" (2017). Independent Study Project (ISP) Collection. 2691. https://digitalcollections.sit.edu/isp_collection/2691 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections.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]. Cultivating Peace through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges Brittany Fried School for International Training Post-Genocide Restoration and Peacebuilding Academic Director: Celine Mukamurenzi November 29, 2017 List of Abbreviations CADE: College Ami des Enfants CBC: Competence-Based Curriculum CNLG: National Commission for the Fight Against Genocide ECOP: Education for a Culture of Peace GSK: Groupe Scolaire Kinyinya IRDP: Institute of Research and Dialogue for Peace NGO: Non-Governmental Organization REB: Rwanda Education Board S1: Senior 1 S2: Senior 2 S3: Senior 3 S4: Senior 4 S5: Senior 5 S6: Senior 6 UN: United Nations UNESCO: United Nations Educational, Scientific and Cultural Organization 2 Abstract Education has the ability to cultivate a Culture of Peace or Violence. -
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 -
Hotel Rwanda - 1
Hotel Rwanda - 1 HOTEL RWANDA Hollywood and the Holocaust in Central Africa keith harmon snow Reprinting permitted with proper attribution to: <http://www.allthingspass.com> Text corrected, 1 November 2007 (see note [36-a]). What happened in Rwanda in 1994? The standard line is that a calculated genocide occurred because of deep-seated tribal animosity between the majority Hutu tribe in power and the minority Tutsis. According to this story, at least 500,000 and perhaps 1.2 million Tutsis—and some ‘moderate’ Hutus—were ruthlessly eliminated in a few months, and most of them were killed with machetes. The killers in this story were Hutu hard-liners from the Forces Armees Rwandais, the Hutu army, backed by the more ominous and inhuman civilian militias—the Interahamwe—“those who kill together.” “In three short, cruel months, between April and July 1994,” wrote genocide expert Samantha Power on the 10th anniversary of the genocide, “Rwanda experienced a genocide more efficient than that carried out by the Nazis in World War II. The killers were a varied bunch: drunk extremists chanting ‘Hutu power, Hutu power’; uniformed soldiers and militia men intent on wiping out the Tutsi Inyenzi, or ‘cockroaches’; ordinary villagers who had never themselves contemplated killing before but who decided to join the frenzy.” [1] The award-winning film Hotel Rwanda offers a Hollywood version and the latest depiction of this cataclysm. Is the film accurate? It is billed as a true story. Did genocide occur in Rwanda as it is widely portrayed and universally imagined? With thousands of Hutus fleeing Rwanda in 2005, in fear of the Tutsi government and its now operational village genocide courts, is another reading of events needed? [2] Hotel Rwanda - 2 Is Samantha Power—a Pulitzer Prize winning journalist—telling it straight? [3] Is it possible, as evidence confirms, that the now canonized United Nations peacekeeper Lt. -
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. -
Rwanda Constitution
THE CONSTITUTION OF THE REPUBLIC OF RWANDA Table of Contents Preamble Title I: The State and National Sovereignty Chapter I: General Provisions Chapter II: Fundamental Principles Title II: Fundamental Rights of the Person and the Rights and Duties of the Citizen Chapter I: The Fundamental Rights of the Person Chapter II: The Rights and Duties of the Citizen Title III: Political Organizations Title IV: Powers Chapter I: General Provisions Chapter II: The Legislature Chapter III: The Executive Chapter IV: The Relationship Between the Legislative and the Executive Powers Chapter V: The Judicial Power Title V: Public Prosecution Chapter I: The Parquet Général of the Republic Chapter II: Military Prosecution Department Chapter III: The Supreme Council of the Prosecution Title VI: The Decentralized Powers Chapter I: General Principles Chapter II: The National Council of Dialogue Title VII: National Defense and Security Chapter I: The National Police Chapter II: The National Security Service Chapter III: The Rwanda Defense Forces Title VIII: Special Commissions and Organs Chapter I: General Provisions Chapter II: The National Commission for the Rights of the Person Chapter III: The National Unity and Reconciliation Commission Chapter IV: The National Commission for the Fight Against Genocide Chapter V: The National Electoral Commission Chapter VI: The Public Service Commission Chapter VII: The Office of the Ombudsman Chapter VIII: The Office of the Auditor-General of State Finances Chapter IX: The “Gender” Monitoring Office Chapter X: Chancellery -
School Funding and Equity in Rwanda: Final Report
School Funding and Equity in Rwanda: Final Report Copyright: Institute of Policy Analysis and Research-Rwanda School Funding and Equity in Rwanda: Final Report Date of Publication: September 2012 Place of Publication: Kigali, Rwanda Published by: Institute of Policy Analysis and Research-Rwanda Copyright: Institute of Policy Analysis and Research-Rwanda Authors: Will Paxton, Research Associate, IPAR and Lillian Mutesi, Research Fellow, IPAR Acronyms and Abbreviations 9YBE Nine Years Basic Education 12YBE Twelve Years Basic Education CCT Conditional cash Transfer CT Cash Transfer CG Capitation Grant DfID (UK) Department for International Development DHS Demographic and Health Survey EICV Household Living Conditions Survey GER Gross Enrolment Rate LARS Learning Achievement in Rwandan Schools LIC Low Income Country NAR Net Attendance Rate NER Net Enrolment Rate MINEDUC Ministry of Education MINALOC Ministry of Local Government MINECOFIN Ministry of Finance NISR National Institute of Statistics Rwanda ODA Overseas Development Aid PETS Public Expenditure Tracking Survey PISA Programme for International Student Assessment PTA Parent Teachers Association REB Rwandan Education Board RWF Rwandan Franc SEN Special Educational Needs TIMMS Trends in International Mathematics and Science Study UNICEF United Nations International Children’s Emergency Fund UNESCO United Nations Education Scientific and Cultural Organisation Executive Summary In 2009 Rwanda introduced 9 Years Basic Education (9YBE) and progress on access to primary education in recent years has been highly impressive. However, the challenges still faced by the Rwandan education system remain significant. These include the need to ensure adequate funding, improvements in quality and ensuring great equity. One key part of responding to these challenges requires an efficient and fair school funding system. -
Harnessing the Potential of ICT for Education in Rwanda
Policy brief June 2018 Andrew Zeitlin & Jonathan Bower Harnessing the potential of ICT for education in Rwanda In brief • The Government of Rwanda’s Education Sector Strategic Plan describes the use of information and communications technology (ICT) in general as “fundamental” to achieving the socio-economic development outlined in Vision 2050, and its use in education as “critical”. • Technology in education has significant potential to increase equality of access to and use of education materials, but it is important that investments in ICT do not inadvertently worsen inequality. • It is also important not only to bring technology to the schools that have infrastructure, but to also invest in basic infrastructure in the schools that do not have it, so that they can also benefit from educational technology. • Research shows that to have an impact on learning outcomes, ICT interventions also need to be tied to the curriculum and to be well integrated by teachers into classroom instruction. • This policy note describes evidence of strategies to optimise the impact of ICT on learning outcomes. Ideas for growth www.theigc.org Background: Aspirations and challenges for the use of ICT in education in Rwanda How can the Rwandan education system use information and communications technology (ICT) to optimally and equitably enhance learning outcomes? The Government of Rwanda’s Education Sector Strategic Plan for 2018/2019 to 2023/24 (ESSP)1 describes the use of ICT in general as “fundamental” to achieving the socio-economic development outlined in Vision 2050, and its use in education as “critical”. An important feature of the Rwandan context is the One Laptop Per Child policy espoused in the previous ESSP, which comprised a significant investment in access to ICT. -
An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont McKenna College Recommended Citation Eger, Katharine, "An Analysis of Education Reform in Sub-Saharan Africa" (2016). CMC Senior Theses. Paper 1419. http://scholarship.claremont.edu/cmc_theses/1419 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT MCKENNA COLLEGE AN ANALYSIS OF EDUCATION REFORM IN SUB-SAHARAN AFRICA SUBMITTED TO PROFESSOR WILLIAM ASCHER AND DEAN PETER UVIN WRITTEN BY KATHARINE MIRANDA EGER FOR SENIOR THESIS SPRING APRIL 25, 2016 Abstract Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa. By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation. -
Education Reform in Rwanda: Impacts of Genocide and Reconstruction on School Systems Jay Mathisen George Fox University
Digital Commons @ George Fox University Doctor of Education (EdD) Theses and Dissertations 1-1-2012 Education reform in Rwanda: impacts of genocide and reconstruction on school systems Jay Mathisen George Fox University This research is a product of the Doctor of Education (EdD) program at George Fox University. Find out more about the program. Recommended Citation Mathisen, Jay, "Education reform in Rwanda: impacts of genocide and reconstruction on school systems" (2012). Doctor of Education (EdD). 11. http://digitalcommons.georgefox.edu/edd/11 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Digital Commons @ George Fox University. It has been accepted for inclusion in Doctor of Education (EdD) by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. EDUCATION REFORM IN RWANDA: IMPACTS OF GENOCIDE AND RECONSTRUCTION ON SCHOOL SYSTEMS by Jay Mathisen Gerald Tiffin, Ph.D. – Chair of the Committee Scot Headley, Ph.D. – Committee Member Linda Samek, Ed.D. – Committee Member A dissertation submitted to the Educational Foundations and Leadership Department of the School of Education of George Fox University in partial fulfillment of the requirements for the degree of Doctor of Education Newberg, Oregon November, 2012 2 Abstract This study is an historical dissertation on the topic of education reform in the East African nation of Rwanda. Determining the impact of the Rwandan genocide of 1994 on three reform initiatives that followed is the central aim of the study. The framework of the study is assembled as a three-part timeline upon which three initiatives of education reform are overlaid for analysis, 1) student-centered instruction, 2) language and 3) enrollment developments. -
The Globalization of Human Rights in Post-Genocide Rwanda
Bridges: A Journal of Student Research Issue 8 Article 5 2014 The Globalization of Human Rights in Post-Genocide Rwanda Sadara Shine Coastal Carolina University Follow this and additional works at: https://digitalcommons.coastal.edu/bridges Part of the Holocaust and Genocide Studies Commons, International Economics Commons, and the International Relations Commons Recommended Citation Shine, Sadara (2014) "The Globalization of Human Rights in Post-Genocide Rwanda," Bridges: A Journal of Student Research: Vol. 8 : Iss. 8 , Article 5. Available at: https://digitalcommons.coastal.edu/bridges/vol8/iss8/5 This Article is brought to you for free and open access by the Office of Undergraduate Research at CCU Digital Commons. It has been accepted for inclusion in Bridges: A Journal of Student Research by an authorized editor of CCU Digital Commons. For more information, please contact [email protected]. The Globalization of Human Rights in Post-Genocide Rwanda Sadara Shine ABSTRACT In the past two decades, Rwanda has been through major changes, from a conflict-ridden society with deep divisions between the two main ethnic groups–Hutus and Tutsis–to a case of impressive economic growth. Despite the progress, deep divisions and human rights issues exist. To avoid the recurrence of any conflict, both state and non-state actors are playing varied roles in a post-genocide Rwanda. Based on both primary and secondary sources, this article argues that in an era of globalization and post- genocide in Rwanda, non-state actors like international non-governmental organizations have the most impact in the preservation of human rights. So, in spite of the multiplicity of actors working to protect human life and property in Rwanda, and recovery from the effects of genocide, the character and mode of operation of these non-state actors put them ahead of other actors in the achievement of this goal. -
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. -
Complaint-To-UNSRT Paul-Rusesabagina FINAL-1.Pdf
Perseus Strategies 1775 K St. NW, Suite 680 Washington, D.C. 20006 Jared Genser [email protected] T +1 202.466.3069 M +1 202.320.4135 VIA EMAIL: [email protected], [email protected] September 7, 2020 Dr. Nils Melzer Special Rapporteur on Torture c/o Office of the High Commissioner for Human Rights United Nations Office at Geneva CH-1211 Geneva 10 Switzerland RE: Paul Rusesabagina/Rwanda – Imminent Risk of Torture or Cruel, Inhuman, or Degrading Treatment or Punishment Dear Dr. Melzer, We are writing to request urgent action on behalf of our client, Paul Rusesabagina, a Belgian citizen and U.S. legal permanent resident, who was recently abducted, disappeared, and subjected to an extraordinary rendition from Dubai to Rwanda and is currently being held incommunicado by Rwandan authorities in Kigali. He has had no contact with his family, authorized legal counsel, or Belgian diplomats, since Thursday, August 27. The Rwandan Government has not provided proof of life since Monday, August 31, when the authorities in Kigali paraded Mr. Rusesabagina in handcuffs in front of the media. Given these serious human rights violations, and the Rwandan Government’s long-standing prior persecution of Mr. Rusesabagina (described below), he is at immediate and serious risk of torture or cruel, inhuman, or degrading treatment or punishment. Moreover, it is not clear what conditions Mr. Rusesabagina is being held in or whether he is being provided the daily medication he requires for his heart condition. We respectfully request that, in accordance with your working methods, you investigate the situation and immediately reach out to the Government of Rwanda, urging it to provide proof that Mr.