Education and Peacebuilding. What role has formal education played in fostering a sustainable, positive peace in post-genocide Rwanda?

Contents

1. INTRODUCTION

2. LITERATURE REVIEW

i. Historical Background

ii. The Theory of Peacebuilding

iii. The Relationship between Education and Peacebuilding

iv. Methodology – A Qualitative Application of the ‘Four Rs Theoretical Framework’

3. THE FORM AND STRUCTURE OF RWANDA’S EDUCATION SYSTEM:

i. Redistribution

ii. Recognition

4. THE CONTENT AND CURRICULUM OF RWANDA’S EDUCATION SYSTEM:

i. Reconciliation

ii. Representation

5. CONCLUSION

Research Objectives and Themes

This dissertation examines the role of formal education in fostering sustainable, positive peace in post-genocide Rwanda, evaluating how policy, structure, and curriculum contribute to or hinder national peacebuilding efforts. The central research objective is to provide a balanced appraisal of the "two faces" of the Rwandan education system by analyzing its impact on structural, cultural, and relational peace processes.

• Application of the "Four Rs" framework (Redistribution, Recognition, Reconciliation, Representation).
• Evaluation of education as a tool for peacebuilding vs. potential for exacerbating exclusion.
• Analysis of pedagogical shifts and the impact of the national curriculum on student attitudes.
• Critical investigation of the "hidden costs" and accessibility of the Rwandan school system.
• Assessment of the link between state-led education and the promotion of a singular national identity.

Excerpt from the Book

Summary of Chapters

1. INTRODUCTION: Outlines the research puzzle and defines core concepts like "formal education" and "sustainable, positive peace" within the Rwandan peacebuilding context.

2. LITERATURE REVIEW: Analyzes peacebuilding theories and existing research on the nexus between education and post-conflict transformation, introducing the "Four Rs" framework.

3. THE FORM AND STRUCTURE OF RWANDA’S EDUCATION SYSTEM: Evaluates how structural reforms, such as "Education for All" and decentralization, have impacted redistribution and recognition within the nation.

4. THE CONTENT AND CURRICULUM OF RWANDA’S EDUCATION SYSTEM: Examines how curricula, including history and social studies, and pedagogical practices shape reconciliation and representation among youth.

5. CONCLUSION: Synthesizes the findings to argue that while Rwanda's education system has contributed significantly to peacebuilding, it also exhibits a "negative face" that risks undermining long-term stability.

Keywords

Rwanda, Peacebuilding, Formal Education, Conflict Transformation, Four Rs, Redistribution, Recognition, Reconciliation, Representation, Post-Genocide, Curriculum, Pedagogical Practices, Social Injustice, Structural Violence, National Identity.

Frequently Asked Questions

What is the primary focus of this dissertation?

The dissertation focuses on the role of Rwanda's formal education system since 1994 in fostering a sustainable, positive peace and its contribution to the nation's broader peacebuilding project.

What is the core theoretical framework used in this research?

The study employs the "Four Rs Theoretical Framework for Analysing the Contribution of Education to Successful Peacebuilding," which includes Redistribution, Recognition, Reconciliation, and Representation.

What does the term "two faces" mean in the context of the Rwandan education system?

It refers to the mixed record of the education system: on one hand, it has promoted positive transformation and peacebuilding; on the other, it displays structural and curricula weaknesses that risk marginalization and inequality.

Which methodology does the author apply?

The author uses a qualitative methodological approach, involving the evaluation of primary governmental documents and a thorough review of secondary academic sources.

How is "formal education" defined in this study?

It is defined as the overarching form, structure, curriculum, and content of the national education system, institutionalized and planned through public and recognized private organizations.

What are the main thematic pillars of the research?

The research is organized around the four pillars of the "Four Rs" framework, addressing issues of equity, inclusivity, identity, and teaching methodology in Rwandan classrooms.

How does the language policy shift to English affect peacebuilding?

The study suggests that the shift to English may silence students with lower proficiency, potentially reinforcing existing socio-economic inequalities and creating new identity-based divisions.

What role do "hidden costs" play in the education system?

The author identifies "hidden costs"—such as materials and association fees—as significant barriers that create vertical inequality, often excluding poorer families and undermining the "fee-free" policy.