Rebuilding peace through education: Educators' experiences and women's contributions to INGO and local NGO initiatives post-genocide against the Tutsi in Rwanda

• In Event: Highlighted Session: Peace education in conflict-affected and divided societies

Proposal

Following the 1994 genocide against the Tutsi in Rwanda, international and local NGOs played a critical role in national recovery efforts. Among their initiatives, peace education emerged as a key strategy for promoting reconciliation, healing, and long-term peacebuilding (Sato, 2004). Despite its significance, the perspectives of educators who delivered these programs—and the contributions of women in particular—remain underexamined. This study addresses that gap by exploring the lived experiences of educators involved in peace education initiatives led by both international and local NGOs in post-genocide Rwanda, with a focus on the roles and contributions of female educators.

The research employed a qualitative design to examine how educators understand and carry out their roles in delivering peace education. Data were collected through semi-structured, open-ended interviews with twelve educators and one focus group discussion with six additional participants, all of whom were directly involved in implementing peace education in both school and community settings. Participants were selected using purposive sampling to ensure relevant training and diverse representation in terms of gender, organizational affiliation, and teaching context. The data were analyzed using thematic analysis (Braun & Clarke, 2006; Saldana, 2018) to identify key patterns related to gender roles, teaching practices, and perceptions of impact.

The study is grounded in African Indigenous knowledge systems, drawing on the principles of Ubuntu and Afro-feminism. Ubuntu emphasizes collective healing, inclusivity, and the interconnectedness of humanity (Murithi, 2009), while Afro-feminism provides a lens to examine how gender and power influence education and peacebuilding, highlighting the transformative roles women play in these spaces (Mama, 2011; Oyěwùmí, 1997; Tamale, 2020). These frameworks closely align with the goals of peace education, particularly in contexts where reconciliation and justice are crucial.

Preliminary findings suggest that female educators are not only central to the delivery of peace education but also play a transformative role as peacebuilders in shaping inclusive learning environments, promoting healing, and building community trust. By centering on the voices of educators, the study provides new insights into the effectiveness of NGO-led peace education in post-conflict settings. It also examines how these efforts are influenced by community beliefs, social norms, and the operational structures of NGOs, emphasizing the importance of locally rooted, gender-responsive approaches to peacebuilding and educational reform.

Author

• Samra Sheikh, OISE University of Toronto