The role of education in peacebuilding: learner narratives from Rwanda

ABSTRACT

This paper examines the role of education in post-conflict recovery and peacebuilding, because there is a limited evidence base, specifically from the learners’ point of view. The findings from Rwanda, where education was used for discrimination and marginalisation throughout its history and is now a pillar of national unity and reconciliation in the post-genocide education reforms, contribute to the literature on education and conflict. They have highlighted two unique roles of education in peacebuilding: providing cognitive rewards and transforming the values of learners, which enables humanisation.

KEYWORDS:

• Peacebuilding
• conflict transformation
• learner perspective
• humanisation
• Rwanda

Acknowledgments

This research was conducted with the support of the Protestant Institute of Art and Social Science (PIASS) in Rwanda and their researcher, Mr Emmanuel NIYIBIZI.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Funding

This work was supported by the Japan International Cooperation Agency.

Notes on contributors

Miho Taka

Miho Taka is a Senior Lecturer of Peacebuilding at the Centre for Trust, Peace and Social Relations, Coventry University. She has a PhD in International Relations and Sociology from Coventry University. Her research focuses on peacebuilding, education for peace, natural resource-related conflict, corporate responsibility, and global governance.