By Professor Elisabeth King
This e-book questions the normal knowledge that schooling builds peace via exploring the ways that usual education can give a contribution to intergroup clash. in accordance with fieldwork and comparative old research of Rwanda, it argues that from the colonial interval to the genocide, education used to be a key tool of the country in contributing to the development, wisdom, collectivization, and inequality of ethnic teams in Rwanda - all components that underlay clash. The publication additional argues that state-of-the-art post-genocide colleges are dangerously replicating prior tendencies. This e-book is the 1st to provide an in-depth learn of schooling in Rwanda and to research its function within the genesis of clash. The e-book demonstrates that to construct peace, we won't easily prescribe extra schooling, yet needs to comprehend who has entry to high schools, how colleges are organize, and what and the way they educate.
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Extra info for From Classrooms to Conflict in Rwanda
Second, I look at pedagogical practices that transmit a hidden curriculum. . 27 I refer to history content and pedagogy collectively as the content of schooling. The structure and processes of educational access and governance – what I refer to as the structure of schooling – constitute the second key dimension of educational inputs. Structure includes who has access to schooling, de jure or de facto. Besides procedures to grant or deny access directly, linguistic and symbolic processes also matter indirectly.
117. 36 See Kuhn 1970. 287–288. 38 Mann 1938. 39 Fuller 1990. 40 Education For All Global Monitoring Report team 2011, pp. 14, 20; Inter-Agency Network for Education in Emergencies, “Understanding Education’s Role in Fragility,” (Undated), p. 10; Thyne 2006. 1 Pathways from schooling to violent intergroup conflict. In sum, this book studies the content of education, including history teaching, pedagogy and hidden curriculum, as well as the structure of education, meaning who has access to schools and how classrooms are set up.
54 See Brown 2000. 14. 223. 439. 58 School content can produce exclusive identities through categorization and collectivization. 59 When the National Socialist German Workers (Nazi) Party took power in January 1933, remodeling education was a top priority. 62 Students were taught to categorize the population into Jews and Aryans and to essentialize and collectivize Jews. 63 As Bernadette Hayes, Ian McAllister, and Lizanne Dowds write: For decades Catholic children were taught Irish history, often with overtly political overtones.