War of the Words
How post-conflict narratives in history textbooks impact peacebuilding efforts
This study focuses on the way societies influence historical memory of conflict within their borders through the formal education system. It posits that the narratives constructed within educational materials have the capacity to affect peacebuilding efforts in both positive and negative ways. Using the case study of Rwanda, it analyses the narratives found in the most recent collection of secondary school history textbooks to identify elements of the narrative that either support peacebuilding ...
Éditeur : Graduate Institute Publications
Lieu d’édition : Geneva
Publication sur OpenEdition Books : 12 février 2025
ISBN numérique : 978-2-940600-60-1
DOI : 10.4000/13azb
Collection : eCahiers de l’Institut | 56
Année d’édition : 2025
This study focuses on the way societies influence historical memory of conflict within their borders through the formal education system. It posits that the narratives constructed within educational materials have the capacity to affect peacebuilding efforts in both positive and negative ways. Using the case study of Rwanda, it analyses the narratives found in the most recent collection of secondary school history textbooks to identify elements of the narrative that either support peacebuilding efforts or detract from them. This case study shows that the same narrative or set of narratives about a conflict can contain both elements. It posits that as decision makers balance needs for what educational materials should achieve, including requirements that may limit the efficacy of peacebuilding efforts, international advisors should be knowledgeable of and sensitive to these needs in order to identify solutions that minimise negative impacts on reconciliation.
We extend our heartfelt thanks to the Vahabzadeh Foundation for financially supporting the publication of best works by young researchers of the Graduate Institute, giving a priority to those who have been awarded academic prizes for their master’s dissertations.
Jessica Peery Viggers recently completed her studies at the Geneva Graduate Institute in Geneva, Switzerland as part of the Master in International and Development Studies programme under the Conflict, Peace, and Security specialisation. She completed her undergraduate degree at the University of St. Thomas in St. Paul, USA where she was a member of the Pi Sigma Alpha National Political Science Honor Society and the Beta Gamma Sigma International Business Honor Society. Her previous research has ranged from the stability of political alliances in non-democratic regimes to the application of international humanitarian law in civilian internment camps to the impact of post-conflict education on peacebuilding.

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