T HE TEACHING OF HISTORY OF RWANDA A PART ICIPAT ORY APPROACH A Resource B ook for Teachers For Secondary Schools in Rwanda Principal Investigators: Sarah Warshauer Freedman, Harvey M. Weinstein, Timothy Longman Human Rights Center, University of California, Berkeley © The Regents of the University of California, 2006 Chief Author and Facilitator Prof. BYANAFASHE Déo, Dean Faculty of Social Sciences, National University of Rwanda (NUR) / Butare. Rwanda Coordinators RUTAYISIRE John, Director, National Curriculum Development Centre / KIGALI MUGISHA Innocent, Faculty of Education, National University of Rwanda / BUTARE Specialist in Teaching Methods MURPHY, Karen, Facing History and Ourselves International Consultants NEWBURY Catherine, Smith College NEWBURY David, Smith College PERLSTEIN Daniel, University of California, Berkeley ZIMMERMAN Jonathan, New York University GROUP I: Pre – Colonial Era from Origins up to 1897 UWINEZA Peace (IRDP) (Facilitator) RUTAYISIRE Paul (CRS) (Writer) MUSEVENI Steven TABARO Cyprien KABANDA Innocent SEBISOGO Bonaventure MUKAMA Anastase KANKINDI Marie (IGE) NDAZABA Albert 2 GROUP II : Colonial Era 1897-1962 BARANYIZIGIYE J. d’Arc (Facilitator) GAHAMA Joseph (Writer) BACUMUWENDA Néhémie (CNDP) HITIMANA Pierre MUKESHIMANA Marie Madeleine NDIKUBWIMANA Callixte + RUDAHANGARWA Théophile RWAMBONERA François (BNEP) SEBASONI Servilien (Société Civile) URUJENI Consolée (Etudiante) GROUP III : Postcolonial Era 1962-1990 BUHIGIRO Jean Léonard (KIE) (Facilitator) NDABAGA Eugène (KIE) (Writer) AYINKAMIYE Emérence NYIRAKANYANA Consolée GUILLAUME Aloys (SNEC) AYINKAMIYE Janvière IYAMUREMYE Justus BYANAFASHE Déo GROUP IV : Postcolonial Era (1990- 1994) JYONI WA KAREGA (NUR) (Facilitator KALIMBA N.P. Célestin (Writer) MATABARO Jean Berchmans BUTERA Gérard DUKUZE Bernard KARORO Charles NAYITURIKI Hélène NIYONIZEYE Lidwine KAYIGAMBA Gaëtan Translated by: MUHONGWANSEKO Emeritha (NCDC) English Department 3 GENERAL INTRODUCTION ..............................................................................................5 MODULE I: PRE-COLONIAL RWANDA (1091-1897) .....................................................6 Theme : Clans............................................................................................................... 6 A. Overview .......................................................................................................... 7 B. Sources and Reference Materials ..................................................................... 9 C. Cross Cutting Themes .................................................................................... 12 D. Comments and Historical Details for the Teacher ......................................... 12 E. Other Relevant Themes .................................................................................. 37 F. Lessons ........................................................................................................... 37 MODULE II: THE COLONIZATION OF RWANDA (1897-1962) ..................................43 Theme : Mortehan Reform ........................................................................................ 43 A. Overview ........................................................................................................ 45 B. Sources and Reference Materials ................................................................... 46 C. Cross Cutting Themes .................................................................................... 63 D. Comments and Details for the Teacher .......................................................... 63 E. Other Important Relevant Facts ................................................................... 115 F. Lessons ......................................................................................................... 116 MODULE III : POSTCOLONIAL RWANDA (1962-1990)............................................132 Theme : Regional and Ethnic Segregation .............................................................. 132 A. Overview ...................................................................................................... 133 B. Sources and Reference Materials ................................................................. 135 C. Cross – Cutting Themes ............................................................................... 141 D. Teaching Commentary and Historical Detail for the Teacher ..................... 141 E. Other Cases that are needed to understand this Period ................................ 176 F. Lessons ......................................................................................................... 177 MODULE IV: RWANDA POST COLONIAL (1990-1994) ............................................194 Theme : Education Policy and Genocide Ideology .................................................. 194 A. Overview ...................................................................................................... 194 B. B. Sources and Reference Material .............................................................. 199 C. Cross Cutting Themes .................................................................................. 219 D. Teaching Commentaries ............................................................................... 219 E. Other Important Themes .............................................................................. 270 F. Lessons ......................................................................................................... 270 CONCLUSION ..................................................................................................................277 4 GENERAL INTRODUCTION The study on “teaching Rwandan History through the participatory method of materials, sources and basic sets of themes” is a complex process whether at the level of utilized methodologies, or at the level of the choice of significant historical changes or focal points. The same aspect applies to the utilization of first or second-hand information sources or finally at the level of choosing the examples of illustrations and decision making in the interpretation of data. In this study, we propose the presentations of historical sources and materials on the Rwandan history rather than simply writing the “history” of Rwanda. We will use the “facing history and ourselves foundation” methodology, which is critical, but at the same time encourages the participation of the researcher or student in the personalized development of interpretation judged as the most appropriate in relationship to real and true facts in order to find their causes and consequences. This is truly a classical historical, but participatory method. Regarding its exposition, the study fits well in four highly characteristic periods (that we call modules) of the Rwandan history in its evolution that are pre-colonial Rwanda, colonial Rwanda, post-colonial Rwanda (1962-1990) and post colonial Rwanda (1990-1994). This evolution which takes into consideration the system reference of the colonial fact, takes as a priority the gaps brought about by the colonialists in all aspects of the Rwandan society and which still continue to affect it on a long term basis. In each of these periods, a fact that was found to be very critical for the knowledge of this period has been identified as a proprietary study case and specimen for the other important cases to each period. In this context, during the pre-colonial period, the identified theme is “clans”, for the colonial period it is the Mortehan political administrative reform “la reforme politico-administrative Mortehan”. The policy of ethnic and regional segregation “la politique de segregation ethnique et régionale” for postcolonial up to 1990; and lastly for postcolonial period (1990-1994) it is the policy of education and the ideology of genocide of Tutsi “la politique de l’education et de l’ideologie génocidaire des Tutsi”. Finally, the different modules are developed on the same model of six points: An overview for each module Reference materials and sources of each case Cross-cutting themes and their interferences Comments and historical details for the teacher Other relevant historical themes for the period concerned Two lessons: lesson I and lesson II. Therefore, this study is globally made of 4 modules, with 6 points each and fully divided in the same manner (ABCDEF). 5 MODULE I: PRE-COLONIAL RWANDA (1091-1897) Rwanda existed long before European colonization. It had its political and socio-economic organization, its culture and customs. It was a sovereign nation. Theme: Clans The theme on “clans” is undoubtedly hereby considered as priority because it marks the starting point of all the social organizations at the level of some collectiveness during pre-colonial Rwanda. It is by conquering different clans that the kingdom of Rwanda was formed. There are multiple reasons why the teaching of the history of Pre-colonial Rwanda should be especially emphasized through the theme of clans “ubwoko” rather than distinguishing ethnic identities Hutu-Tutsi-Twa, which are of a different nature. Attention should be drawn on the important place given to clans by oral traditions. The socio-political organization, which preceded the Nyiginya Kingdom formation, was composed by clan entities, which compromised with the latter or were conquered by it. This is why one can say that clans that include communities (inzu) and lineages (umuryango) are ancient socio-political structures of this sub-region’s societies. Clans are not particular to Rwanda. It is