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A Post-Colonial Analysis of Peace Education in Rwanda

Schmidt, Sarah
http://orcid.org/0000-0001-5408-6266
http://rave.ohiolink.edu/etdc/view?acc_num=kent1680685521544498

Abstract Details

2023, PHD, Kent State University, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies.
Following the 1994 genocide against the Tutsi in Rwanda, a number of national peacebuilding strategies were employed to establish basic security and cultivate social cohesion. Among a multi-sector peacebuilding and development strategy is Rwanda’s Peace and Values Education Curriculum, which has been implemented in the formal education system. The aim of this investigation was to analyze Rwanda's peace education initiative using a critical postcolonial approach. I used this approach in my examination of the Peace and Values Education Curriculum to better understand the curricular, pedagogical, and training implications, as well as policy motivations. In this study, I employed a methodological framework consistent with critical social research, guided by the following questions: • How is postcolonial rationality embedded in the national peace education curriculum of Rwanda? • How do curriculum and pedagogy reflect or undermine the three key areas of exploration: postcolonialism, peace theory, and critical theory? • To what extent does teacher training develop content knowledge in the three key areas of exploration: postcolonialism, peace theory, and critical theory? • What are the motivations among stakeholders to implement a Peace and Values Education Program? • How does this program reflect the rationality of the post-genocide home-grown solutions, if at all? • How does the Peace and Values Education Program critically address hegemonic norms in education? This qualitative study included content analysis and interviews with both educators and policy stakeholders. Following a postcolonial analysis, I found that the Peace and Values curriculum, in multiple ways, reflected postcolonial rationality. Most indications of postcolonial rationality were embedded implicitly in the curriculum, while explicit assertions of postcoloniality were not identified. Through both content and pedagogy, teachers are trained to include localized content that threads indigenous knowledges, perspectives, and Afrocentric concepts.
Tricia Niesz (Advisor)
232 p.
Education; Educational Theory; Peace Studies; Pedagogy
Peace education; peacebuilding; postcolonial theory; critical theory

Recommended Citations

Citations

  • Schmidt, S. (2023). A Post-Colonial Analysis of Peace Education in Rwanda [Doctoral dissertation, Kent State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=kent1680685521544498

    APA Style (7th edition)

  • Schmidt, Sarah. A Post-Colonial Analysis of Peace Education in Rwanda. 2023. Kent State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=kent1680685521544498.

    MLA Style (8th edition)

  • Schmidt, Sarah. "A Post-Colonial Analysis of Peace Education in Rwanda." Doctoral dissertation, Kent State University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=kent1680685521544498

    Chicago Manual of Style (17th edition)

kent1680685521544498
309
© 2023, all rights reserved.
This open access ETD is published by Kent State University and OhioLINK.