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ERIC Number: EJ1153063
Record Type: Journal
Publication Date: 2017
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-0068
EISSN: N/A
Accounting for Genocide: Transitional Justice, Mass (Re)Education and the Pedagogy of Truth in Present-Day Rwanda
Bentrovato, Denise
Comparative Education, v53 n3 p396-417 2017
Vigorous debate has recently arisen on the particular contribution of education to transitional justice (TJ). This article, focusing on the case of post-genocide Rwanda, raises the question of the possibilities, limitations and desirability of approaches which seek to impose, through education, top-down forms of reconciliation. The article employs the concepts of "mass (re)education" and "pedagogy of truth" to characterise the approach used by Rwanda's post-genocide government to reshape and reconcile society, and reflects on the extent to which the past thus taught can be employed in furthering TJ goals. Drawing on extensive fieldwork, the study evaluates Rwanda-style practices by examining history and civic education programmes alongside young people's utterances on the "truth" of historical wrongs. Concluding, it casts doubt on the transformative and conciliatory value of "pedagogies of truth" that seek to recast identities and inter-group relations, especially in light of state-imposed selective understandings of legitimate truth, justice, memory and identity.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Rwanda
Grant or Contract Numbers: N/A