Abstract

This article argues that decolonising educational undertakings is a difficult task, even when the ambitions to apply decolonising approaches are clearly articulated. Our case analysis of two contemporary master’s in peace education programmes in Rwanda, that explicitly focus on reconciliation, shows evidence of limited capacity by the educators to decolonise them. We draw from semi-structured interviews with students and teachers, as well as text analysis of syllabuses, course guides, etc, and demonstrate that access for all societal groups to the programmes is restricted: the extent of decolonisation of the education itself, including alternative narratives of the conflict history as well as the conceptualisation of ethnic ‘identity’ within peace education, is still limited. These master of arts programmes thus preserve colonial legacies and contribute to maintain historical hierarchical relations between the Hutu and Tutsi groups in the country.

摘要

本文认为，非殖民化教育事业是一项艰巨的任务，即使应用非殖民化方法的野心已经明确表达出来。我们对卢旺达的两个当代和平教育硕士课程的案例分析，明确关注和解，表明教育工作者去殖民化的能力有限。我们从对学生和教师的半结构化访谈中提取，以及对教学大纲、课程指南等的文本分析，并证明所有社会群体对课程的访问都受到限制：教育本身的非殖民化程度，包括替代冲突历史的叙述以及和平教育中种族“身份”的概念化仍然有限。