Primary School Curricula Towards Sustainable Peace Education in Post-genocide Rwanda

Abstract

Rwanda is a country that experienced the tragic genocide against Tutsi in 1994. In the aftermath of this, a number of initiatives were taken in the country for sustainable peace through reconstruction and reconciliation. In the education sector, peace and values education is part of the school curricula. The study at hand explores, through document analysis, the perspectives of peace education in primary school curricula of Rwanda. This study aims at explicit and implicit perspectives in which primary school curricula reflect peace education. Though the identified perspectives seem to be promising as far as sustainable peace education is concerned, further empirical studies are recommended to explore how the stated topics, values and teaching methods are put into practice in teaching and learning process.

Keywords

• Peace education
• sustainable peace
• school curricula
• primary education