| dc.description.abstract | The last few decades have seen a rise in intrastate ethnic conflict. Shattered societies disrupted by ethnic divisions, had to be rebuild and reconciled. This thesis questions the role of education in the process of peacebuilding in the aftermath of ethnic conflict. The twin mandate of education systems in post-conflict societies - rebuilding themselves and society at the same time - offers both opportunities and challenges. It builds upon the assumption that education has two faces, a negative and a positive one, and may be a driver of conflict as well as a way of contributing to conflict transformation and peacebuilding.
In an effort to build a bridge between research and practice and in order to form guidelines for educational (re)creators that operate in the aftermath of ethnic conflict, this study tries to find out 'to what extent and how, education can play a role in achieving sustainable peace after ethnic conflict, and to what extent these findings show consistence with the case of Rwanda'. On the basis of secondary literature, in the first part of this study a theoretical framework is developed on how education can play a positive role in the process towards sustainable peace after ethnic conflict. In order to find out to what extent reality shows consistence with the framework, the second part of this thesis includes a case-study on Rwanda.
The study shows, that as presumed, education can be part of the problem as well as part of the solution. Because education is never value free or neutral, its quality is essential and one should bear in mind that education is not inevitably a force of good. Especially in societies divided by ethnic conflict, where ethnicity can be mobilized trough education, education can play a pivotal role. In these contexts, education should be inclusive and promote socialization, peacebuilding and reconciliation in order to contribute to sustainable peace.
The case-study shows that the Rwandan government implemented many policies that foster the positive role of education. However, there also appear to be some inconsistencies that are in conflict with the developed framework. Although Rwanda seems to be on the road to a peaceful future, some important contradictions are hidden in the current education policy. These obstacles should be removed in order that sustainable peace can be achieved. | |
