Teaching History after Identity‐Based Conflicts: The Rwanda Experience

Summary

In response to the educational challenges countries face after violent conflict, we explored the links between larger political processes and decisions about teaching history.We focus on secondary schools in Rwanda, where we have been working on educational issues since 2001, and ask the questions: How can material for a history curriculum be developed to avoid propaganda? What tensions surface when teachers negotiate an increasingly repressive political climate? What opportunities can encourage and support democratic teaching and debate about multiple perspectives?