1. Moving education from the margins to the mainstream; 2. Colonial schooling; 3. Schooling under the Rwandan republics; 4. Schooling after genocide; 5. Education for peace building: Rwanda in comparative perspective; 6. Conclusion.
Based on fieldwork and comparative historical analysis of Rwanda, this book questions the conventional wisdom that education builds peace.
Elisabeth King is Associate Professor at the Steinhardt School of Culture, Education and Human Development, New York University. Her work focuses on conflict, peace building, and development in sub-Saharan Africa. King's work has appeared in such journals as African Studies Review, the Journal of Genocide Studies and Prevention, and the Journal of Development Effectiveness, as well as several edited volumes. King has conducted fieldwork in Croatia, India, Kenya, Liberia, Rwanda, and Tanzania. She has worked with NGOs and policy makers on the global land-mine crisis, education issues, and community-driven development. King uses a variety of research methods to examine how development and peace-building interventions really work (or not) for people in the global south.
'From Classrooms to Conflict in Rwanda argues that the content and
format of education, not just its availability, really matter.
Elisabeth King proposes that in each of Rwanda's three principal
modern political epochs - colonial, republic, and post-genocide -
education and schooling exacerbated differences and horizontal
inequalities, fostered stigma, and nourished competition for
resources. King's writing is clear and lively, her organization is
solid, and her thesis is firmly delivered. [She] has a very
sensitive and intuitive understanding of the complexities of
Rwandan history and of Rwandan political life today. This book is a
gem.' Mark A. Drumbl, Class of 1975 Alumni Professor of Law and
Director, Transnational Law Institute, Washington and Lee
'While other analyses of the Rwandan genocide have mentioned education among the many factors making the violence possible, this is the first attempt to look systematically at the role of education in relationship to conflict in Rwanda. This is also one of very few texts to look at Rwanda both before and after the genocide, rather than focusing on one era or the other. King draws extensively on secondary sources but also on a number of interviews that she conducted with people who have been either students or teachers in Rwandan schools at different points of time as well as with experts in education in Rwanda. This book should have broad interest, appealing to those with interests in education, conflict, and African affairs.' Timothy P. Longman, Director, African Studies Center, Boston University