The relational legacies of colonialism: peace education and reconciliation in Rwanda. Issue 5 (8th December 2020)

• Record Type: Journal Article
• Authors: Schulz, Michael; Sentama, Ezechiel
• Is Part Of: Third world quarterly. Volume 42:Issue 5(2021)
• Page Start: 1052
• Page End: 1068
• Publication Date: 2020-12-08
• Subjects: Colonial legacies -- peace education -- reconciliation -- identity -- Rwanda; Developing countries -- Economic conditions -- Periodicals; Developing countries -- Politics and government -- Periodicals; 909.09724
• DOI: 10.1080/01436597.2020.1853521
• Languages: English
• ISSNs: 0143-6597

Abstract

Abstract: This article argues that decolonising educational undertakings is a difficult task, even when the ambitions to apply decolonising approaches are clearly articulated. Our case analysis of two contemporary master's in peace education programmes in Rwanda, that explicitly focus on reconciliation, shows evidence of limited capacity by the educators to decolonise them. We draw from semi-structured interviews with students and teachers, as well as text analysis of syllabuses, course guides, etc, and demonstrate that access for all societal groups to the programmes is restricted: the extent of decolonisation of the education itself, including alternative narratives of the conflict history as well as the conceptualisation of ethnic 'identity' within peace education, is still limited. These master of arts programmes thus preserve colonial legacies and contribute to maintain historical hierarchical relations between the Hutu and Tutsi groups in the country.