The Role of Teachers, Parents and Local Community in Peace Building after the 1994 Genocide against Tutsi

Abstract

Globally research acknowledges that teachers are key determinants of education quality and play a crucial role in nation building, identity  construction, and processes of peace and reconciliation. What teachers do in class has the potential to influence what children and young people become in life through shaping their identities and instilling in them values of peacebuilding. To improve Rwandans‟ relationships and build a  peaceful Rwanda, the Government of Rwanda is encouraging cohesion through education for peace in Rwandan schools. Hence, this study  investigated the role of Teachers, Parents and Local Community‟ Involvement in Peace building process after the 1994 Genocide against Tutsi. This study used a qualitative approach because the views were grounded in the interpretive tradition in the development of an understanding of social life and an understanding of how Rwandans construct the meaning of peace in Rwandan society (Neuman, 2000). It was found out that, in every lesson, regardless whether it is natural science or social science, teachers integrate Rwandan traditional social values into these subjects. Parents and local community work with school leadership to enhance social cohesion and peace values among learners.

Key words: Values, Social cohesion, Peace building