The Rwandan genocide, also known as the genocide against the Tutsi, occurred from 7 April to 19 July 1994 during the Rwandan Civil War. Over a span of around 100 days, members of the Tutsi ethnic group, as well as some moderate Hutu and Twa, were systematically killed by Hutu militias. While the Rwandan Constitution states that over 1 million people were killed, most scholarly estimates suggest between 500,000 and 662,000 Tutsi died. The genocide was marked by extreme violence, with victims often murdered by neighbors, and widespread sexual violence, with between 250,000 and 500,000 women raped.
This is a bibliography for primary sources, books and articles on the personal and general accounts, and the accountabilities, of the 1994 Rwandan genocide.
The Gacaca courts were a system of transitional justice in Rwanda following the 1994 genocide. The term 'gacaca' can be translated as 'short grass' referring to the public space where neighborhood male elders (abagabo) used to meet to solve local problems. The name of this system was then adopted in 2001 as the title of the state's new criminal justice system "Gacaca Courts" to try those deemed responsible for the 1994 Genocide against the Tutsi where over 1,000,000 people were killed, tortured and raped. In 1994, the United Nations Security Council created the International Criminal Tribunal for Rwanda to try high-ranking government and army officials accused of genocide, war crimes, and crimes against humanity. The Gacaca Courts were established in law in 2001, began to operate on a trial basis in 2002 and eventually came to operate as trials throughout the country by early 2007. The Gacaca courts were presented as a method of transitional justice, claimed by the Rwandan government to promote communal healing and rebuilding in the wake of the Rwandan Genocide. Rwanda has especially focused on community rebuilding placing justice in the hands of trusted citizens.
Education in Rwanda has undergone considerable changes throughout Rwanda's recent history, and has faced major disruptions due to periods of conflict. Education was divided by gender whereby women and men had a different education relevant to their responsibilities in day-to-day life. Women were mostly taught housekeeping while men were mainly taught how to hunt, raise animals, and fish. This is because Rwanda was a community-based society where every member had a specific contribution to the overall development of the community. Older family members like grandparents usually took on the role of educators.
Dr. James E. Waller is a widely recognized scholar in the field of Holocaust and genocide studies, and was the inaugural Cohen Professor of Holocaust and Genocide Studies at Keene State College located in Keene, New Hampshire. He now holds the inaugural Christopher J. Dodd Chair in Human Rights Practice at the University of Connecticut.
The Kigali Genocide Memorial commemorates the 1994 Rwandan genocide. The remains of over 250,000 people are interred there.
Christianity is the largest religion in Rwanda, with Protestantism and Catholicism being its main denominations. Around 3% of the population claims no religious affiliation, while another 3% practices other religions including traditional faiths. Approximately 2% of the populace is Muslim.
Samuel Totten is an American professor of history noted for his scholarship on genocide. Totten was a distinguished professor at the University of Arkansas, Fayetteville where he taught from 1987 to 2012 and served as the chief editor of the journal Genocide Studies and Prevention. He is a Member of the Council of the Institute on the Holocaust and Genocide, Jerusalem.
Holocaust studies, or sometimes Holocaust research, is a scholarly discipline that encompasses the historical research and study of the Holocaust. Institutions dedicated to Holocaust research investigate the multidisciplinary and interdisciplinary aspects of Holocaust methodology, demography, sociology, and psychology. It also covers the study of Nazi Germany, World War II, Jewish history, antisemitism, religion, Christian-Jewish relations, Holocaust theology, ethics, social responsibility, and genocide on a global scale. Exploring trauma, memories, and testimonies of the experiences of Holocaust survivors, human rights, international relations, Jewish life, Judaism, and Jewish identity in the post-Holocaust world are also covered in this type of research.
An atrocity crime is a violation of international criminal law that falls under the historically three legally defined international crimes of genocide, war crimes, and crimes against humanity. Ethnic cleansing is widely regarded as a fourth mass atrocity crime by legal scholars and international non-governmental organizations (NGOs) working in the field, despite not yet being recognized as an independent crime under international law.
During the Rwandan genocide of 1994, over the course of 100 days, up to half a million women and children were raped, sexually mutilated, or murdered. The International Criminal Tribunal for Rwanda (ICTR) handed down the first conviction for the use of rape as a weapon of war during the civil conflict, and, because the intent of the mass violence against Rwandan women and children was to destroy, in whole or in part, a particular ethnic group, it was the first time that mass rape during wartime was found to be an act of genocidal rape.
Prevention of genocide is any action that works toward averting future genocides. Genocides take a lot of planning, resources, and involved parties to carry out, they do not just happen instantaneously. Scholars in the field of genocide studies have identified a set of widely agreed upon risk factors that make a country or social group more at risk of carrying out a genocide, which include a wide range of political and cultural factors that create a context in which genocide is more likely, such as political upheaval or regime change, as well as psychological phenomena that can be manipulated and taken advantage of in large groups of people, like conformity and cognitive dissonance. Genocide prevention depends heavily on the knowledge and surveillance of these risk factors, as well as the identification of early warning signs of genocide beginning to occur.
The Holocaust in curricula discusses the ways in which the Holocaust is presented in secondary school level history and social studies curricula worldwide. It is a key component of education about the Holocaust. The status of the Holocaust in curricula varies considerably worldwide. A leading publication on the subject, The International status of education about the Holocaust: a global mapping of textbooks and curricula, reveals four main categories of curricula in respect of the Holocaust: Direct Reference, Partial Reference, Context Only, and No Reference.
The Holocaust is conceptualized and narrated in textbooks worldwide in a variety of approaches to treating temporal and spatial scales, protagonists, interpretative paradigms, narrative techniques, didactic methods and national idiosyncrasies with and within which the Holocaust. There exist convergent trends or internationally shared narrative templates, and divergent trends or narrative idiosyncrasies, which generally establish links between the Holocaust and local events. Textbooks in most countries focus most closely, via photographs and legal documentation, on the perpetrators’ point of view. This is a key component of education about the Holocaust.
Gender inequality in curriculum exposes indications that female and male learners are not treated equally in various types of curriculum. There are two types of curricula: formal and informal. Formal curricula are introduced by a government or an educational institution. Moreover, they are defined as sets of objectives, content, resources and assessment. Informal curricula, also defined as hidden or unofficial, refer to attitudes, values, beliefs, assumptions, behaviours and undeclared agendas underlying the learning process. These are formulated by individuals, families, societies, religions, cultures and traditions.
Holocaust education is efforts, in either formal or informal settings, to teach about the Holocaust. Teaching and Learning about the Holocaust addresses didactics and learning, under the larger umbrella of education about the Holocaust, which also comprises curricula and textbooks studies. The expression "Teaching and Learning about the Holocaust" is used by the International Holocaust Remembrance Alliance.
In 1999, Rwanda began its National Unity and Reconciliation Commission (NURC) in order to work towards a reconciliation of the conflicting parties involved in the Rwandan Civil War and the Rwandan genocide, with the eventual goal of reunifying the country’s citizens. The passage of the Government of National Unity Law No. 03/99 provided for the establishment of the National Unity and Reconciliation Commission, which became a permanent body in 2002, and continues its function to the present day. As its name suggests, the Commission is intended to promote unity and reconciliation amongst the former opponents present in the Rwandan population.
Incitement to genocide is a crime under international law which prohibits inciting (encouraging) the commission of genocide. An extreme form of hate speech, incitement to genocide is an inchoate offense and is theoretically subject to prosecution even if genocide does not occur, although charges have never been brought in an international court without mass violence having occurred. "Direct and public incitement to commit genocide" was forbidden by the Genocide Convention in 1948. Incitement to genocide is often cloaked in metaphor and euphemism and may take many forms beyond direct advocacy, including dehumanization and accusation in a mirror.
Genocide justification is the claim that a genocide is morally excusable/defensible, necessary, and/or sanctioned by law. Genocide justification differs from genocide denial, which is an attempt to reject the occurrence of genocide. Perpetrators often claim that genocide victims presented a serious threat, justifying their actions by stating it was legitimate self-defense of a nation or state. According to modern international criminal law, there can be no excuse for genocide. Genocide is often camouflaged as military activity against combatants, and the distinction between denial and justification is often blurred.
