A critical exploration of the steps taken to promote peace, reconciliation and justice in post-genocide Rwanda.

Providing a novel multi-disciplinary theorization of memory politics, this insightful Handbook brings varied literatures into a focused dialogue on the ways in which the past is remembered and how these influence transnational, interstate, and global politics in the present.

The volume provides critical insights into approaches adopted by curricula, textbooks and teachers around the world when teaching about the past in the wake of civil war and mass violence, discerning some of the key challenges and opportunities involved in such endeavors. The contributors discuss ways in which history teaching has acted as a political tool that has, at times, been guilty of exacerbating inter-group conflicts. It also highlights history teaching as an important component of reconciliation attempts, showcasing examples of curricular reform and textbook revision after conflict, and discussing how the contestations and difficulties surrounding such processes were addressed in different post-conflict societies.

Seeing the role of transitional justice as an area of contestation, this book focuses on the principle of equality guaranteed in the access to transitional justice mechanisms. By raising women's experiences in dealing with the law and policies as well as the implications of community and family practices during post-conflict situations, the book shows how these mechanisms may have been implemented mechanically, without considering the different intersections of discrimination, the public and private divides that exist in the local context or the stereotypes and values of international and national actors. The book argues that without unpacking the barriers in the administration of transitional justice, the different mechanisms that are implemented in a post-conflict situation may set a higher threshold for the participation of women. Moreover, by taking into account women's perceptions of justice, it further argues that scholars have paid insufficient attention to the welfare structures that are produced after a conflict, particularly the pensions of veterans. Going beyond the focus on sexual violence, a relationship between the violations and post-conflict economic justice may have longer-term consequences for women since it perpetuates their inequality and lack of recognition in times of peace. The use of transitional justice may thus exacerbate the invisibility of and discrimination against certain sections of the population. Inspired by the work of Hannah Arendt and based on extensive field research in Timor-Leste, the book has larger implications for the overarching debate on the social consequences of transitional justice.

Ending War: A Dialogue across Disciplines examines how wars end from a multidisciplinary perspective and includes enquiries into the politics of war, the laws of war, and the military and intellectual history of war. In recent years, the changes in the character of contemporary warfare have created uncertainties across different disciplines about how to identify and conceptualise the end of war. A whole constellation of questions arises from such uncertainties: How do philosophers define ethical responsibilities in bello and post bellum if the boundary between war and peace is ever so blurred? How do strategists define their objectives if the teleology of action becomes uncertain? How do historians bracket the known endings of war and delve into the arguments that preceded them? Which answers can international law provide for the ending of wars – and which challenges remain or have recently arisen? This volume addresses these questions and enables both an understanding of how ‘the end’ as a concept informs the understanding of war in international relations, in international law, and in history, as well as a reconsideration of the nature of scientific method in the field of war studies as such. The chapters in this book were originally published as a special issue of The Journal of Strategic Studies.

Reveals the neglected history of decolonisation and violence in Burundi through the political language of truth, citizenship and violence.

This handbook is a foundational reference point for critical heritage research about Africa and its diaspora. Foregrounding the diversity of knowledge systems needed to examine heritage issues in such a diverse continent, the contributors to this volume: argue for an understanding heritage that is at once both natural and cultural, tangible and intangible, political and dissonant, going beyond the physical and objective to include subjective narratives, performances, rituals, memories and emotions examine the pre-coloniality, coloniality, post-coloniality, and decoloniality of current African heritage discourses and their consequences analyse how heritage legislation derived from colonial law is compatible or otherwise with how heritage is perceived, identified and remembered in African communities discuss questions of repatriation, restitution and reparations in relation to the return of artefacts from Western countries illuminate the importance of ‘difficult heritage’ within Africa and its diaspora consider the role of heritage for development in Africa Making a crucial contribution to our understanding of African conceptions and practices of heritage, this book is an important read for scholars of African Studies, heritage and museum studies, archaeology, anthropology and history.

This book offers a unique approach to reconciliation as a matter for negotiation, bringing together two bodies of theory in order to offer insights into resolving conflicts and achieving lasting peace. It argues that reconciliation should not be simply accepted as an ‘agreed-upon norm’ within peacemaking processes, but should receive serious attention from belligerents and peace-brokers seeking to end violent conflicts through negotiation. The book explores different meanings the term ‘reconciliation’ might hold for parties in conflict - the end of overt hostilities, a transformation in the quality of relations between warring groups, a vehicle of accountability and punishment of human rights abusers or the means through which they might somehow acquire amnesty, and as a means of atonement and to material reparation. It considers what gives energy to the idea of reconciliation in a conflict situation—why do belligerents become interested in settling their differences and changing their attitudes to one another? Using a range of case studies and thematic discussion, chapters in this book seek to tackle these tough questions from a multidisciplinary perspective. Contributions to the book reveal some of the complexities of national and international reconciliation projects, but particularly diverse understandings of reconciliation and how to achieve it. All conflicts reflect unique dynamics, aspirations and power realities. It is precisely because parties in conflict differ in expectations of reconciliation outcomes that its processes should be negotiated. This book is a valuable resource for both scholars and practitioners engaged in resolving conflicts and transforming fragmented relations in conflict and post-conflict situations.

The book investigates the politics of education in pre- and post-genocide Rwanda, examining the actors, interests, and discourses that have historically influenced educational policy and practice and in particular the production and revision of history curricula and textbooks.This study combines a systematic historical and comparative analysis of curricula and textbooks in Rwanda, stakeholder interviews, classroom observations, and a large-scale investigation of pupils' understandings of the country's history. Written at a crucial time of transition in Rwanda, it illuminates the role of education as a powerful means of socialisation through which dominant discourses and related belief systems have been transmitted to the younger generations, thus moulding the nation. It outlines emergent challenges and possibilities, urging a move away from the use of history teaching to disseminate a conveniently selective official history towards practices that promote critical thinking and reflect the heterogeneity characteristic of Rwanda's post-genocide society.