A comparative study of the construction of memory and identity in the curriculum of post-conflict societies: Rwanda and South Africa. Issue 1 (1st January 2006)

• Record Type: Journal Article
• Authors: Weldon, Gail
• Is Part Of: History education research journal. Volume 6:Issue 1(2006)
• Page Start: 55
• Page End: 71
• Publication Date: 2006-01-01
• Subjects: History -- Study and teaching -- Periodicals; History -- Research -- Periodicals; 907
• DOI: 10.18546/HERJ.06.0.09
• Languages: English
• ISSNs: 2631-9713

Abstract

Post trauma polities are by definition at the epi-centre of curriculum construction and development. A traumatised polity is one that is undergoing a radical transformation as the result of 'revolutionary' upheavals. Such upheavals can encompass war, civil war, revolution, famine, natural disasters and genocide. Currently traumatisation is occurring extensively in the Middle East from Palestine to Afghanistan. In Africa two polities that are in, or moving into, a post trauma period of reconstruction are South Africa and Rwanda. In both societies the educational system is having to deal with the issues of memory and identity within the context of the political education of their proto-citizens. History Education must play a crucial, central role in this. The issue is multi-faceted, impacting directly upon the values, beliefs and orientation of the teaching force. Below is a report upon the first stage in a comparative study of South Africa and Rwanda.