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首页> 外文期刊>Journal of Genocide Research >Nation, narration, unification? The politics of history teaching after the Rwandan genocide
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Nation, narration, unification? The politics of history teaching after the Rwandan genocide

机译：国家，叙述，统一？卢旺达种族灭绝后的历史教学政治

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The paper investigates the strategy of the Rwandan government in pursuing its stated objective of national unity and reconciliation after the 1994 genocide. In order to unmake the divisions of the past it promotes a notion of collective identity, which is no longer based on ethnic but on civic identity of all as citizens. The strategy is centred on an interpretation of Rwanda's history according to which ethnicity did not exist prior to the arrival of the colonialists. But does narrating the nation as founded on ethnic harmony lead to unity in Rwanda? I argue that due to the top-down nature of the government's history discourse, its censorship of alternative accounts as well as the deep scars of the genocide division and resentment persists. At present, ethnic belonging is still very important for most Rwandans restricting their willingness to consider different interpretations of the past. The paper draws on the teaching of history as an example of illustrating means by which the Rwandan government narrates its past. It analyses the debates about and practises of history teaching in schools as well as in education camps called ingandos through which released genocide prisoners, but also a considerably large portion of the society in general, have to pass. By way of conclusion it argues that the Rwandan government introduces narrative closure on alternative interpretations of the past which stands in the way of reconciliation and a genuinely grown national unity in the future.
机译：本文调查了卢旺达政府在1994年种族灭绝之后实现其民族团结与和解的既定目标的战略。为了消除过去的分歧，它提倡一种集体身份的概念，该身份不再基于种族，而是基于所有人作为公民的公民身份。该战略以对卢旺达历史的解释为中心，据此解释在殖民主义者到来之前不存在种族。但是，将民族叙述为建立在民族和谐基础上是否会导致卢旺达团结？我认为，由于政府历史话语自上而下的性质，其对替代账户的审查以及种族灭绝分裂和不满的深层伤痕依然存在。目前，种族归属对于大多数卢旺达人来说仍然非常重要，限制了他们考虑过去的不同解释的意愿。本文以历史教学为例，说明卢旺达政府叙述其过去的方式。它分析了在学校以及称为ingandos的教育营中有关历史教学的辩论和实践，通过这些历史释放了种族灭绝的囚犯，但也要逃脱整个社会的很大一部分。作为结论，它认为卢旺达政府对过去的替代解释实行叙事封闭，这代表着和解和未来真正增长的民族团结。

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