The state, the curriculum and the nation
(2016) UTVK03 20161Sociology
- Abstract
- The Republic of Rwanda has traditionally been a home to three ethnic groups: Hutus, Tutsis and Twas. Clear divides between the groups have been created over the centuries by both inside and outside forces. Each group shares among themselves a collective identity which can be used to rally masses to create tensions in society. This is a development a stability-pursuing state seeks to avoid. In the past, tensions stemming from ethnic divides have resulted in atrocities in Rwanda, last time during the war and the genocide in 1990-1994. In the aftermath of the genocide, the Rwandan state adopted a ‘never again’ mentality towards domestic conflicts.
This thesis argues two points: First, the Rwandan state is actively working to eliminate... (More) - The Republic of Rwanda has traditionally been a home to three ethnic groups: Hutus, Tutsis and Twas. Clear divides between the groups have been created over the centuries by both inside and outside forces. Each group shares among themselves a collective identity which can be used to rally masses to create tensions in society. This is a development a stability-pursuing state seeks to avoid. In the past, tensions stemming from ethnic divides have resulted in atrocities in Rwanda, last time during the war and the genocide in 1990-1994. In the aftermath of the genocide, the Rwandan state adopted a ‘never again’ mentality towards domestic conflicts.
This thesis argues two points: First, the Rwandan state is actively working to eliminate domestic ethnic identities as a part of a nation-building project. To build this argument, the thesis explores the historical background of the environment where the identities exist, the role of ideology, and solidarity as a binding force in the Rwandan society.
The second argument is that the Rwandan state utilises the national curriculum to diffuse the new national identity into the pupils. To back this argument, the thesis presents the national curriculum as a platform where state goals are realised. Using qualitative content analysis methods and synthesising material from different sources, this thesis seeks to confirm the arguments by studying the context where the Rwandan national curriculum is drafted and how national identity diffusion becomes apparent in it. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/8881566
- author
- Rajala, Otso Artturi LU
- supervisor
- organization
- alternative title
- A qualitative study of national identity diffusion through the national curriculum in the Republic of Rwanda
- course
- UTVK03 20161
- year
- 2016
- type
- M2 - Bachelor Degree
- subject
- keywords
- Rwanda, nation-building, national identity, authoritarianism, curriculum, school-society nexus
- language
- English
- id
- 8881566
- date added to LUP
- 2016-10-27 16:19:12
- date last changed
- 2016-10-27 16:19:12
@misc{8881566,
abstract = {{The Republic of Rwanda has traditionally been a home to three ethnic groups: Hutus, Tutsis and Twas. Clear divides between the groups have been created over the centuries by both inside and outside forces. Each group shares among themselves a collective identity which can be used to rally masses to create tensions in society. This is a development a stability-pursuing state seeks to avoid. In the past, tensions stemming from ethnic divides have resulted in atrocities in Rwanda, last time during the war and the genocide in 1990-1994. In the aftermath of the genocide, the Rwandan state adopted a ‘never again’ mentality towards domestic conflicts.
This thesis argues two points: First, the Rwandan state is actively working to eliminate domestic ethnic identities as a part of a nation-building project. To build this argument, the thesis explores the historical background of the environment where the identities exist, the role of ideology, and solidarity as a binding force in the Rwandan society.
The second argument is that the Rwandan state utilises the national curriculum to diffuse the new national identity into the pupils. To back this argument, the thesis presents the national curriculum as a platform where state goals are realised. Using qualitative content analysis methods and synthesising material from different sources, this thesis seeks to confirm the arguments by studying the context where the Rwandan national curriculum is drafted and how national identity diffusion becomes apparent in it.}},
author = {{Rajala, Otso Artturi}},
language = {{eng}},
note = {{Student Paper}},
title = {{The state, the curriculum and the nation}},
year = {{2016}},
}