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| Author | : Elisabeth King |
| Publisher | : Cambridge University Press |
| Total Pages | : 225 |
| Release | : 2014 |
| Genre | : Education |
| ISBN | : 1107039339 |
Based on fieldwork and comparative historical analysis of Rwanda, this book questions the conventional wisdom that education builds peace.
| Author | : Elisabeth King |
| Publisher | : Cambridge University Press |
| Total Pages | : 225 |
| Release | : 2013-12-16 |
| Genre | : Political Science |
| ISBN | : 1107435226 |
This book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization and inequality of ethnic groups in Rwanda - all factors that underlay conflict. The book further argues that today's post-genocide schools are dangerously replicating past trends. This book is the first to offer an in-depth study of education in Rwanda and to analyze its role in the genesis of conflict. The book demonstrates that to build peace, we cannot simply prescribe more education, but must understand who has access to schools, how schools are set up, and what and how they teach.
| Author | : Elisabeth King |
| Publisher | : Cambridge University Press |
| Total Pages | : 0 |
| Release | : 2015-08-06 |
| Genre | : Political Science |
| ISBN | : 9781107557550 |
This book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization, and inequality of ethnic groups in Rwanda - all factors that underlay conflict. The book further argues that today's post-genocide schools are dangerously replicating past trends. This book is the first to offer an in-depth study of education in Rwanda and to analyze its role in the genesis of conflict. The book demonstrates that to build peace, we cannot simply prescribe more education, but must understand who has access to schools, how schools are set up, and what and how they teach.
| Author | : Linda Melvern |
| Publisher | : Bloomsbury Publishing |
| Total Pages | : 382 |
| Release | : 2014-04-10 |
| Genre | : History |
| ISBN | : 1783602694 |
Events in Rwanda in 1994 mark a landmark in the history of modern genocide. Up to one million people were killed in a planned public and political campaign. In the face of indisputable evidence, the Security Council of the United Nations failed to respond. In this classic of investigative journalism, Linda Melvern tells the compelling story of what happened. She holds governments to account, showing how individuals could have prevented what was happening and didn't do so. The book also reveals the unrecognised heroism of those who stayed on during the genocide, volunteer peacekeepers and those who ran emergency medical care. Fifteen years on, this new edition examines the ongoing impact of the 1948 Genocide Convention and the shock waves Rwanda caused around the world. Based on fresh interviews with key players and newly-released documents, A People Betrayed is a shocking indictment of the way Rwanda is and was forgotten and how today it is remembered in the West.
| Author | : Elisabeth King |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 241 |
| Release | : 2020 |
| Genre | : Political Science |
| ISBN | : 0197509452 |
"When considering strategies to address violent conflict, an enduring debate concerns the wisdom of recognizing versus avoiding reference to ethnic identities. This book asks: Under what conditions do governments manage internal violent conflicts by formally recognizing different ethnic identities? And, moreover, what are the implications for peace? Introducing the concept of "ethnic recognition", and building on a theory rooted in ethnic power configurations, the book examines the merits, risks, and trade-offs of publicly recognizing ethnic groups in state institutions as compared to not doing so, on sought-after outcomes such as political inclusiveness, the decline of political violence, economic vitality, and the improvement of democracy. It draws on both global cross-national quantitative analysis of post-conflict constitutions, settlements, and institutions since 1990, as well as in-depth qualitative case studies of Burundi, Rwanda, and Ethiopia. Findings show that recognition is adopted about forty percent of the time and is much more likely when the leader is from the largest ethnic group, as opposed to an ethnic minority. Moreover, all else equal, recognition promotes peace better than non-recognition under plurality leadership. Under minority leadership, peace outcomes are neither better nor worse. These findings should be of great interest to social scientists studying peace, democracy, and development, and of practical relevance to policy makers attempting to make these concepts a reality around the world"--
| Author | : Gilbert Karareba |
| Publisher | : Springer |
| Total Pages | : 242 |
| Release | : 2017-08-08 |
| Genre | : Education |
| ISBN | : 3319602640 |
This book explores the current status of primary schools in Rwanda and the history behind their development. It argues that current primary school leaders in the area encounter a wide range of problems relating to conflict prevention, teachers' and school leaders' professionalism, financial and resourcing constraints, student attrition, and parental disengagement, many of which can be attributed to the legacies of war and the genocide in 1994. The book also presents a range of strategies that are pursued by school leaders while dealing with these concerns, as the Rwandan government invests in reconstructing education following the country's turmoil. Through examining the issues of the past and the present, the book provides valuable insights for researchers of educational leadership, school leaders, education policy makers, and those in charge of preparing, developing, and implementing professional development programmes for school leaders and teachers in Rwanda, as well as in other post-war and developing countries.
| Author | : Ervin Staub |
| Publisher | : Oxford University Press, USA |
| Total Pages | : 598 |
| Release | : 2013-08 |
| Genre | : Political Science |
| ISBN | : 0199775249 |
Overcoming Evil describes the origins of genocide, violent conflict and terrorism, principles and practices of prevention, and avenues to reconciliation. It considers societal conditions, culture and insitutions, and the psychology of individuals and groups.
| Author | : Dina Temple-Raston |
| Publisher | : Simon and Schuster |
| Total Pages | : 336 |
| Release | : 2005 |
| Genre | : Genocide |
| ISBN | : 9780743251105 |
Award-winning author and journalist Dina Temple-Raston examines the horrific Rwanda genocide of 1994, and describes how a community picks up the pieces.
| Author | : Alison Liebhafsky Des Forges |
| Publisher | : |
| Total Pages | : 888 |
| Release | : 1999 |
| Genre | : Political Science |
| ISBN | : |
*** Law and Order
| Author | : Lynn Davies |
| Publisher | : Routledge |
| Total Pages | : 260 |
| Release | : 2003-12-16 |
| Genre | : Education |
| ISBN | : 1134408978 |
First-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education * Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity * Focusing on the direct education/war interface * Examining educational responses to conflict * Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
