Education in Citizenship or Obedience? The Case of Post-Genocide Rwanda

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18460%2F24%3A50022305" target="_blank" >RIV/62690094:18460/24:50022305 - isvavai.cz</a>

Výsledek na webu

<a href="https://aror.orient.cas.cz/index.php/ArOr/article/view/478" target="_blank" >https://aror.orient.cas.cz/index.php/ArOr/article/view/478</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.47979/aror.j.92.1.1-31" target="_blank" >10.47979/aror.j.92.1.1-31</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Education in Citizenship or Obedience? The Case of Post-Genocide Rwanda

Popis výsledku v původním jazyce

Post-conflict reconstruction conventionally consists of four pillars-security, political, economic, and social. Ideally, all these pillars are interconnected and develop simul- taneously to accelerate the reconstruction and make it stable. Rwanda undoubtedly succeeded in many aspects of its post-conflict reconstruction and it is no wonder that it is frequently presented as a model for other African countries recovering from an intrastate conflict. But is this portrayal real? Aren&apos;t there hidden pitfalls which could, in a long-term perspective, reverse the reconstruction into destruction? This paper will address these questions from the very important but usually neglected perspective of the education system, which is an integral part of the social pillar of the reconstruc- tion, and which is perceived as a prerequisite for the development of the country and the reconciliation of different social groups. Through field research conducted in pri- mary schools in Rwanda, the paper suggests that the reform of education after the 1994 Rwandan genocide (and the curriculum in particular) has been politicized and serves as a tool of the current RPF regime, legitimizing its authoritarian practices to establish a uniform and obedient society.

Název v anglickém jazyce

Education in Citizenship or Obedience? The Case of Post-Genocide Rwanda

Popis výsledku anglicky

Post-conflict reconstruction conventionally consists of four pillars-security, political, economic, and social. Ideally, all these pillars are interconnected and develop simul- taneously to accelerate the reconstruction and make it stable. Rwanda undoubtedly succeeded in many aspects of its post-conflict reconstruction and it is no wonder that it is frequently presented as a model for other African countries recovering from an intrastate conflict. But is this portrayal real? Aren&apos;t there hidden pitfalls which could, in a long-term perspective, reverse the reconstruction into destruction? This paper will address these questions from the very important but usually neglected perspective of the education system, which is an integral part of the social pillar of the reconstruc- tion, and which is perceived as a prerequisite for the development of the country and the reconciliation of different social groups. Through field research conducted in pri- mary schools in Rwanda, the paper suggests that the reform of education after the 1994 Rwandan genocide (and the curriculum in particular) has been politicized and serves as a tool of the current RPF regime, legitimizing its authoritarian practices to establish a uniform and obedient society.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50601 - Political science

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Archiv orientální

ISSN

0044-8699

e-ISSN

2787-9461

Svazek periodika

92

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

31

Strana od-do

1-31

Kód UT WoS článku

001267262200001

EID výsledku v databázi Scopus

2-s2.0-85196375178