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dc.contributor.authorThomas, Paul
dc.contributor.authorSkinstad Van der Kooij, Kristin
dc.date.accessioned2018-11-13T08:20:30Z
dc.date.available2018-11-13T08:20:30Z
dc.date.created2018-11-12T11:04:17Z
dc.date.issued2018
dc.identifier.citationCogent Education. 2018, 5 (1), 1-18.nb_NO
dc.identifier.issn2331-186X
dc.identifier.urihttp://hdl.handle.net/11250/2572086
dc.descriptionThis open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.nb_NO
dc.description.abstractThis case study examined the questions: How are relations between Hutus and Tutsis portrayed in recent History syllabi in post-genocide Rwanda, and how may the narrative about these relations affect efforts towards educating for peace? The findings were based on a content analysis of four History syllabi for Ordinary and Advanced Levels published by the Rwanda Education Board between 2008 and 2015. These findings indicate that the syllabi promulgate an ethno-nationalist narrative of Rwanda’s past. In this paper, we highlight stark contradictions in the syllabi between the goals of reconciliation, unity and critical thinking and the official narrative of blame for the genocide. Although the steadying hand of the ruling party has been credited with much of the success achieved in contemporary Rwanda, this study raises concern about the government’s omnipresent role in shaping educational discourse. The final discussion presents the possibility for teachers to contribute to change by utilising the space for agency left by contradictions in the syllabi.nb_NO
dc.language.isoengnb_NO
dc.publisherCogent Educationnb_NO
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleThe history syllabus in post-genocide Rwanda: Implications for teacher educationnb_NO
dc.title.alternativeThe history syllabus in post-genocide Rwanda: Implications for teacher educationnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionpublishedVersionnb_NO
dc.rights.holder© 2018 The Author(s).nb_NO
dc.source.pagenumber1-18nb_NO
dc.source.volume5nb_NO
dc.source.journalCogent Educationnb_NO
dc.source.issue1nb_NO
dc.identifier.doi10.1080/2331186X.2018.1541495
dc.identifier.cristin1629316
cristin.unitcode222,0,0,0
cristin.unitnameUniversitetet i Sørøst-Norge
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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