Social Studies Curriculum in Post-Genocide Contexts: Interactions Between International- and National-Level Policy Makers

• In Event: 21.061 - MTCC Roundtable Session Five
  In Roundtable Session: 21.061-6 - Politics, Knowledge, and Classroom Instruction

Abstract

This paper examines the interaction between international organizations and national governments around the development of secondary social studies curriculum in post-genocide contexts, with a special focus on UNESCO’s involvement with secondary social studies curriculum development in post-Holocaust Germany and post-genocide Rwanda. UNESCO, which plays a significant role in the redevelopment of the education systems in developing and post-genocide contexts, uses its international position to influence national level education policy development. Using a conceptual framework that draws on previously used approaches to policy borrowing, this research examines macro-level interactions between international and national level policies.

Author

• Petrina Davidson, Lehigh University