n Conflict Trends - From classrooms to conflict in Rwanda, Elizabeth King (Ed.) : book review

Volume 2016, Issue 2
  • ISSN : 1561-9818


The genocide that took place in Rwanda in 1994 has been analysed from many perspectives, the most common being through the lens of security and (lack of) international involvement. International apathy, ethnic divisions created and crystallised through Belgian colonial rule, and a long history of ethnic hierarchical tensions leading to economic disparities are often offered as the root causes of the 100-day massacre that took place efficiently and swiftly, leaving close to one million Tutsi and Hutu moderates dead. In From Classrooms to Conflict in Rwanda, author and researcher Elizabeth King examines the genocide from another perspective: through the education system spanning the past century in Rwanda. King examines not only the quantity of education, but also the quality of Rwanda's curriculum, and how it may have contributed to the eventual conflict. She examines schooling in Rwanda throughout three essential time periods in the nation's modern history: the colonial period (1918-1962), the two republics (1962-1994), and post-genocide Rwanda (1994-current).

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