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Educating for Conflict or Peace

Document Cited in Related
Vincent
Date01 December 2005
Published date01 December 2005
DOI10.1177/002070200506000402
Subject MatterArticle
| 904 | International Journal | Autumn 2005 |
In Rwandan classrooms today, survivors of the genocide sit beside returned
refugees or the children of those imprisoned for war crimes. The schools in
which they are being taught were often sites of mass atrocities. New text-
books and other learning resources are in short supply and those that do
exist—written prior to the 1994 genocide—promote highly divisive stereo-
types between Hutu and Tutsi students. Current Rwandan leaders, however,
claim tohave a new vision for Rwanda’s education system.What opportunities
and challenges for peacebuilding are presented by such a scenario?
This article attempts to encourage thinking about peacebuilding beyond
the conventional bounds of inquiry. In particular, it aims to stimulate debate
with regard to the subtleand complex relationship between education,ethnic
conflict, and peacebuilding. The central argument is that schools and curric-
ula are an important site of the construction, mobilization, and politicization
Elisabeth King
Educating for
conflict or peace
Challenges and dilemmas in post-conflict Rwanda
Elisabeth King is a PhD candidate at the University of Toronto. She wishes to thank all
participants of the gathering in honour of Bob Matthews for their invaluable comments
and suggestions, some of which appear here, and others that will become part of a larger
dissertation project. She would also like to gratefully acknowledge the ongoing support of
the Social Sciences and Humanities Research Council.

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