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The 1994 Genocide as Taught in Rwanda’s Classrooms Año de publicación: 2017 This blog looks at how textbook and curricula reforms in Rwanda have worked to cover the 1994 Genocide and instill the ideals of tolerance, unity and reconciliation in students. It is part of a series of blogs on this site published to encourage debates around a new GEM Report Policy Paper: Between the Lines, which looks at the content of textbooks and how it reflects some of the key concepts in Target 4.7 in the UN Sustainable Development Goals (SDGs).by Jean-Damascene Gasanabo, PhD, Director-General, Research and Documentation Center on Genocide, National Commission for the Fight against Genocide (CNLG), Kigali, Rwanda. The 1994 Genocide against the Tutsi saw the slaughter of more than one million people over the span of three months, and placed Rwanda at the forefront of the world’s political consciousness. Almost 23 years later, Rwanda has rebuilt and become a modern hub of progress and development, putting in place social, political and economic systems that are grounded in national unity and reconciliation – with education reforms playing a central role.The large-scale participation of children and adolescents in perpetrating acts of genocide made it clear that an education system that fails to integrate basic human values, will also inevitably fail the nation. Education was used prior to the Genocide to inculcate fear, intolerance and hatred; and so too is it being utilized by the current Government to foster peace and inclusivity, and combat genocide ideology. Post-genocide Rwanda has used education as a main tool to correct biased perceptions of its socio-political history, and to provide accurate representations of the root causes of the genocide, and preventative measures.With over 60% of Rwandans under the age of 24, the formal education system needs to instill the ideals of tolerance, unity and reconciliation in the next generation. With this realization, the Rwanda Education Board and the Ministry of Education have integrated genocide studies in the curricula of its primary, secondary and higher education institutions so that they are better able to lead a nation that is cognizant of its past. Instead of highlighting difference, the national curriculum of post-genocide Rwanda has been reconfigured to emphasize the politics of inclusion and to encourage a spirit of critical thinking that pursues peace, social cohesion and harmony above all else.Prior to the Genocide, educational resources were used as a tool by the genocidal regime to promote ethnic division, discrimination and propaganda. The biased curricula and teaching methods cemented ethnic segregation within classrooms and fostered genocide ideology. The students who were not expelled from primary and secondary school due to the ethnic and regional quota system were forced to identify themselves as being Tutsi – inherently separate to those who were Hutu or Twa. The pre-1994 curriculum lacked “the essentials of human emotion, attitudes, values and skills” as it continued to promote discriminatory and divisive ideologies that were “imparted through formalized rote learning in history, civic education, religious and moral education and languages.”Post-Genocide Rwanda faced the herculean task of rebuilding its dismantled institutions. With a profound lack of qualified teachers, a huge pool of orphaned children, insufficient funds and inaccurate textbooks following the genocide, many education challenges lay ahead. In early 1995, a moratorium was placed on history textbooks which disseminated biased information, as the country grappled with how and to what extent the nation’s past could be incorporated constructively in the education system, without causing pain or resurfacing conflicts.Rwanda chose a gradual, yet comprehensive, approach. In the years immediately following the Genocide, the history curriculum lightly touched on the subject so as to protect students from their recent past, and prevent division in classrooms based on differing family experiences. Classrooms promoted knowledge based on the essential ideas of unity, peace, tolerance and justice. In 2008 the National Curriculum Development Centre within the Ministry of Education published the new history curriculum which incorporated the Genocide against the Tutsi, coinciding with the renewed emphasis on the unifying and inclusive qualities of nationality, citizenship and patriotism, instead of ethnicity.The current national curriculum was formulated by the Rwanda Education Board in conjunction with varying public institutions, UN agencies and nongovernmental organizations. It incorporates the Genocide into the curriculum of every grade level, and discusses it in various contexts suited to the student’s particular stage in learning. Eyewitness accounts and the presence of elders in the classroom allow for a “multi-generational opportunity” for learning. In understanding how violent conflict erupts in society, it is possible to prevent future atrocities from beginning. Teaching the Genocide in present-day Rwanda aims to provide a more nuanced understanding of the event by using primary sources, encouraging class discussions on genocide denial, the persistence of genocide ideology, and the reconciliation efforts embarked on after the Genocide.Moreover, this change in the curriculum has been supplemented by a shift to transform learning from one based on standard rote memorization to one that encourages discussion and a spirit of critical thinking and analysis. This approach identifies the student as an active participant in the learning experience, not merely a silent recipient of history as “evangelical speech.” By promoting an environment that encourages spirited, objective discussions, the Ministry of Education seeks to redress the biases taught by the genocidal regime, as well as prepare young people to thoughtfully and constructively enter the workforce.Genocide education nevertheless faces some challenges ahead. With genocide denial still present, not only are ongoing revisions of educational resources required, but teacher training is also necessary to ensure that revisions to the curriculum are well presented by teachers.The way conflict and genocide has been taught through textbooks in Rwanda has evolved over time. For Rwandans, learning about the 1994 Genocide is not only vital in understanding the history of their country, but also in developing critical thinking skills that help young people become informed citizens in today’s globalized society. Peace education, as well as tools for conflict resolution and genocide prevention, are now heavily featured. Indeed the initiatives embarked on by the education sector signal a promising start to the continuous pursuit of truth through knowledge of the past.In comprehensively integrating the study of genocide into the national curriculum and by empowering students to become agents of their own learning process, Rwanda offers an ambitious recipe for successfully teaching one’s own history for the better. 
Holocaust and Other Genocides In this series of documents, the IHRA's Education Working Group offers ideas and recommendations to educators who wish to teach about the Holocaust and its relationship to other genocides and crimes against humanity. 
Human rights education at Holocaust memorial sites across the European Union : An overview of practices Año de publicación: 2011 Autor corporativo: European Union Agency for Fundamental Rights Most European Union (EU) Member States have memorial sites and museums that both preserve the memory of the Holocaust and encourage visitors, in particular young people, to reflect on current human rights issues. In this handbook, the European Union Agency for Fundamental Rights (FRA) provides examples of the various ways in which memorial sites link the history of the Holocaust to human rights, ensuring that the past resonates in the present and its lessons are brought to bear on difficult contemporary issues against its backdrop. The report offers a sampling of educational programmes at selected historical sites and museums that either address human rights directly or approach, in a more general way, the dignity of human life and the equality of all human beings. (By the publisher) 
Education on the Holocaust and on Anti-Semitism : An overview and analysis of Educational Approaches Año de publicación: 2006 Autor corporativo: OSCE. Office for Democratic Institutions and Human Rights (ODIHR) This study provides both the background on what is already being done in the field of Holocaust education and the identification of good practices to support future efforts by OSCE states and civil society. It also highlights new challenges that need to be addressed in education on both the Holocaust and on anti-Semitism. The first part of the study is based on information provided to the ODIHR by national ministries of education; national delegations of the Task Force for International Cooperation on Holocaust Education, Remembrance and Research (ITF); experts; educators; Jewish communities; and NGOs, in response to a questionnaire sent out by the ODIHR between December 2004 and April 2005. Comprehensive recommendations regarding Holocaust education conclude this first part of the overview. The second part of this report constitutes a first step in this regard: using country overviews on four OSCE states, it highlights the need to supplement Holocaust education in response to new forms of anti-Semitism and provides a number of relevant recommendations. (By the publisher) 
"Why are we learning this ?" : Does studying Holocaust Encourage better citizenship values ? Año de publicación: 2008 Autor: Henry Maitles The relationship between learning about the Holocaust and the development of positive values may seem common sense, but in reality there is a complex level of development and understanding. The research reported here, which was sponsored by the Scottish government, was designed to ascertain whether learning about the Holocaust has an impact on young people’s general citizenship values and attitudes; does learning about the Holocaust allow them to extrapolate from the events of the Holocaust to present-day issues, such as racism and discrimination? The study followed a cohort of approximately 100 pupils (aged 11–12) who had studied the Holocaust and compared their values one year later both to their earlier attitudes and to those of their peers who had not studied the Holocaust. As we might expect, the results were not always as predicted, particularly when it came to the pupils’ understanding of anti-Semitism or genocide; in general, however, the study’s core group maintained more positive values than they had before their lessons on the Holocaust and showed more positive values than their peers who had not studied the Holocaust. (By the author) Intercultural Education : Special Issue : Holocaust Education : Promise, Practice, Power and Potential (Vol 24) Issue 1 & 2 Año de publicación: 2013 Autor corporativo: International Association for Intercultural Education | Routledge "Intercultural Education is a global forum for the analysis of issues dealing with education in plural societies. It provides educational professionals with the knowledge and information that can assist them in contributing to the critical analysis and the implementation of intercultural education." This issue is about the promise, practice, power and potential of Holocaust Education. The Coverage of the Holocaust in High School History textbooks Año de publicación: 2009 Autor: David H. Lindquist The Holocaust is now a regular part of high school history curricula throughout the United States and, as a result, coverage of the Holocaust has become a standard feature of high school textbooks. As with any major event, it is important for textbooks to provide a rigorously accurate and valid historical account. In dealing with the Holocaust, however, textbook authors face particular challenges. The Holocaust had complex causes, both immediate and long-term; different groups played roles in perpetrating or assisting it; and the meticulous accuracy required in detailing its occurrence imposes many demands on authors. Unlike many other events listed in history textbooks, students have often heard of the Holocaust and may bring considerable prior conceptions of it to the classroom but many of these impressions may come from sources for whom historical accuracy is of little concern. Textbooks are often the first recourse for teachers and students interested in dispelling inaccurate notions and seeking to acquire valid knowledge. In addition, the existence of Holocaust denial makes it crucial that textbook narratives should be completely accurate because deniers often contend that the presence of any error calls into question the actual occurrence of the Holocaust. This article presents the results of a study the author conducted of the treatment of the Holocaust in major history textbooks. While the textbooks provide substantial coverage of the Holocaust, there are also problems in the coverage that can foster inaccurate perspectives about the event. The author recommends that substantive changes be made in future editions of these textbooks to ensure that accurate, comprehensive Holocaust units are presented to students. (By the author) Does addressing prejudice and discrimination through Holocaust education produce better citizens? Año de publicación: 2007 Autor: Paula Cowan | Henry Maitles Previous research on teaching the Holocaust, primarily case studies in either the primary or the secondary sectors, suggests that Holocaust education can contribute to pupils' citizenship values in a positive way. Yet, in common with other initiatives, this evidence focuses exclusively on the short term impact of Holocaust education. Our ongoing longitudinal research is concerned with both the immediate and longer term effects of Holocaust education on pupils' values and attitudes. Initially focused on primary pupils aged 11–12 years, it has followed them into the first year of secondary to examine whether the general improvements in attitudes found in the first stage of the research has been maintained. Further, we are able to compare their attitudes with pupils in their year who did not study the Holocaust in their primary schools. This article draws conclusions from this study. (By the author) The pain of knowledge : Holocaust and genocide issues in education Año de publicación: 2005 Autor: Yair Auron Violation of the rights of a human being and indifference in the face of suffering jeopardize the very existence of human society. The Holocaust is the most extreme example of such violations, and the greatest moral failure mankind has experienced. Confronting the Holocaust, as well as genocide, may contribute to understanding the importance of humanistic and democratic values, and help construct tools for making moral judgments. That is why courses on the study of genocide and the Holocaust have become part of the curricula of educational institutions in the United States and elsewhere. This book asks how the moral messages of the Holocaust and genocide can best be transmitted. The Pain of Knowledge deals not with historical events, but with possible ways of learning about these events and their significance. It attempts to examine and deal critically with some of the profound dilemmas at the core of Holocaust and genocide issues in education. The underlying purpose of this book is to expose the reader to sometimes antithetical, and at other times complementary, views concerning the teaching of these subjects, both in Israel and elsewhere in the world. This book will contribute to the teaching of the Holocaust and genocide, and encourage readers to examine these issues from a broad perspective. Among the subjects dealt with in The Pain of Knowledge are: how societies crystallize their collective memories; historical processes and changes in the teaching of the Holocaust in Israel during different periods of time; commemoration of Holocaust Martyrs and Heroes Remembrance Day; journeys of Israeli youth to sites connected with the Holocaust in Poland; attitudes of Israeli adolescents toward the Holocaust; attitudes of Israeli Arabs toward the Holocaust; general world attitudes toward the Holocaust; teaching of the Holocaust throughout the world; and teaching of genocide in Israel and elsewhere. (By the publisher) Perceptions of the Holocaust in Europe and Muslim communities : Sources, Comparisons and Educational challenges Año de publicación: 2012 Autor: Gunther Jikeli | Joëlle Allouche-Benayoun The way people think about the Holocaust is changing. The particular nature of the transformation depends on people’s historical perspectives and how they position themselves and their nation or community vis-à-vis the tragedy. Understandably, European Muslims perceive the Holocaust as less central to their history than do other Europeans. Yet while the acknowledgement and commemoration of the horrors of the Holocaust are increasingly important in Europe, Holocaust denial and biased views on the Holocaust are widespread in European Muslims’ countries of origin. In this book, a number of distinguished scholars and educators of various backgrounds discuss views of the Holocaust. Problematic views are often influenced by a persistent attitude of Holocaust denial, which is derived, in part, from discourses in the Muslim communities in their countries of origin. The essays collected here explore the backgrounds of these perceptions and highlight positive approaches and developments. Many of the contributions were written by people working in the field and reflecting on their experiences. This collection also reveals that problematic views of the Holocaust are not limited to Muslim communities. (By the publisher)