000			01937nam a22003017a 4500
001			sulb-eb0015844
003			BD-SySUS
005			20160405134446.0
008			121115s2013||||enk o ||1 0|eng|d
020			_a9781139600217 (ebook)
020			_z9781107039339 (hardback)
020			_z9781107557550 (paperback)
040			_aUkCbUP _beng _erda _cUkCbUP
050	0	0	_aLA2090.R95 _bK56 2014
082	0	0	_a306.4320967571 _223
100	1		_aKing, Elisabeth, _eauthor.
245	1	0	_aFrom Classrooms to Conflict in Rwanda / _cElisabeth King.
264		1	_aCambridge : _bCambridge University Press, _c2013.
300			_a1 online resource (226 pages) : _bdigital, PDF file(s).
336			_atext _btxt _2rdacontent
337			_acomputer _bc _2rdamedia
338			_aonline resource _bcr _2rdacarrier
500			_aTitle from publisher's bibliographic system (viewed on 04 Apr 2016).
520			_aThis book questions the conventional wisdom that education builds peace by exploring the ways in which ordinary schooling can contribute to intergroup conflict. Based on fieldwork and comparative historical analysis of Rwanda, it argues that from the colonial period to the genocide, schooling was a key instrument of the state in contributing to the construction, awareness, collectivization and inequality of ethnic groups in Rwanda - all factors that underlay conflict. The book further argues that today's post-genocide schools are dangerously replicating past trends. This book is the first to offer an in-depth study of education in Rwanda and to analyze its role in the genesis of conflict. The book demonstrates that to build peace, we cannot simply prescribe more education, but must understand who has access to schools, how schools are set up, and what and how they teach.
776	0	8	_iPrint version: _z9781107039339
856	4	0	_uhttp://dx.doi.org/10.1017/CBO9781139600217
942			_2Dewey Decimal Classification _ceBooks
999			_c37688 _d37688