Bibliography
Texte intégral
African Union. (2000). Rwanda: The Preventable Genocide. African Union. https://www.refworld.org/reference/countryrep/au/2000/en/77155
Aime, N. (2017). History and Citizenship for Rwandan Schools: Vol. Senior Three. Fountain Publishers.
Altanian, M. (2021). Genocide Denial as Testimonial Oppression. Social Epistemology, 35(2), 133–146. https://doi.org/10.1080/02691728.2020.1839810
Bar-Tal, D., Oren, N., & Nets-Zehngut, R. (2014). Sociopsychological analysis of conflict-supporting narratives: A general framework. Journal of Peace Research, 51(5), 662–675. https://doi.org/10.1177/0022343314533984
Bartlett, F. C. (1995). Remembering: A study in experimental and social psychology. Cambridge University Press.
Bilali, R., Iqbal, Y., & Freel, S. (2019). Understanding and Counteracting Genocide Denial. 284–311. https://doi.org/10.1093/oso/9780190685942.003.0011
Boßmann, D. (1977). Was ich über Adolf Hitler gehört habe: Folgen e. Tabus, Auszüge aus Schüler-Aufsätzen von heute. Fischer-Taschenbuch-Verlag.
Brown, G. (2011). The influence of education on violent conflict and peace: Inequality, opportunity and the management of diversity. PROSPECTS, 41, 191–204. https://doi.org/10.1007/S11125-011-9186-6
Buckley-Zistel, S. (2009). Nation, narration, unification? The politics of history teaching after the Rwandan genocide. Journal of Genocide Research, 11(1), 31–53. https://doi.org/10.1080/14623520802703608
Bush, K., & Saltarelli, D. (2000). The Two Faces of Education in Ethnic Conflict: Towards a Peacebuilding Education for Children. UNICEF Innocenti Research Centre.
Davidson, P. M. (2018). Secondary Social Studies Curriculum in PostGenocide Rwanda as Mediated by UNESCO and Post-Holocaust Education in Germany [Theses and Dissertations, Lehigh University]. https://preserve.lib.lehigh.edu/islandora/object/preserve%3Abp-12354883
Davies, I. (2000). Teaching the Holocaust: Educational Dimensions, Principles and Practice. Bloomsbury Publishing.
Davies, L. (2004). Education and Conflict: Complexity and Chaos. RoutledgeFalmer.
Dy, K. (2013). Challenges of Teaching Genocide in Cambodian Secondary Schools. Policy and Practice: Pedagogy about the Holocaust and Genocide Papers, Paper 4.
Dy, K. (2015). Genocide education in Cambodia: Local initiatives, global connections [Rutgers University - Graduate School - Newark]. https://doi.org/10.7282/T31J9CPV
Edlmann, T. (2017). A reflection on narrative based historical memory work in peacebuilding processes. Intervention, 15. https://doi.org/10.1097/WTF.0000000000000168
Efendic, A., Kovac, D., & Shapiro, J. N. (2022). Exposure to Conflict, Migrations and Long-run Education and Income Inequality: Evidence from Bosnia and Herzegovina. Defence and Peace Economics, 34, 1003–1017. https://doi.org/10.1080/10242694.2022.2100572
Elósegui, M. (2017). Denial or Justification of Genocide as a Criminal Offence in European Law. In M. Elósegui & C. Hermida (Eds.), Racial Justice, Policies and Courts’ Legal Reasoning in Europe (pp. 49–90). Springer International Publishing. https://doi.org/10.1007/978-3-319-53580-7_3
Fazio, L. K., Rand, D. G., & Pennycook, G. (2019). Repetition increases perceived truth equally for plausible and implausible statements. Psychonomic Bulletin & Review, 26(5), 1705–1710. https://doi.org/10.3758/s13423-019-01651-4
Federation Internationale Des Droites De L’Homme, Africa Watch, Union Interafricaine Des Droits De L’Home Et Des Peuples, & Centre International Des Droits De La Personne Et Du Developpement Democratique. (1993). Report of the International Commission of Investigation on Human Rights Violations in Rwanda Since October 1, 1990 (Final Report). International Commission of Investigation on Human Rights Violations Rwanda. https://www.hrw.org/sites/default/files/reports/intlhrviolations393.pdf
Federman, S. (2016). Narrative Approaches to Understanding and Responding to Conflict. 4, 154–171. https://doi.org/10.5553/IJCER/221199652016004002002
Freedom House. (2024). Rwanda: Freedom in the World 2024 Country Report. Freedom House. https://freedomhouse.org/country/rwanda/freedom-world/2024
Gallagher, T. (2004). Education in Divided Societies. Palgrave Macmillan UK. https://doi.org/10.1057/9780230536722
Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research, 6(3), 167–191.
Gasanabo, J.-D., Mutanguha, F., & Mpayimana, A. (2016). Teaching about the Holocaust and Genocide in Rwanda. Contemporary Review of the Middle East, 3, 329–345. https://doi.org/10.1177/2347798916654583
Gaynor, N. (2021). Borders and violence in Burundi: Regional responses, global responsibilities. Handbook on Human Security, Borders and Migration. https://doi.org/10.4337/9781839108907.00028
Grever, M., & Vlies, T. V. D. (2017). Why national narratives are perpetuated: A literature review on new insights from history textbook research. London Review of Education, 15, 286–301. https://doi.org/10.18546/LRE.15.2.11
Guichaoua, A. (2020). Counting the Rwandan Victims of War and Genocide: Concluding Reflections. Journal of Genocide Research, 22(1), 125–141. https://doi.org/10.1080/14623528.2019.1703329
Guterres, A. (2023, September 13). We Must Ensure Children, Young People Living through Conflict Receive Educational Support, Secretary-General Tells Commemorative Session Marking International Day. United Nations Meetings Coverage and Press Releases. https://press.un.org/en/2023/sgsm21937.doc.htm
Henry, M. (2016). Teaching after a violent past: The secondary school history curriculum and a child’s right to education in present day Rwanda [Columbia University]. https://doi.org/10.7916/D8959J11
Hintjens, H. M. (1999). Explaining the 1994 Genocide in Rwanda. The Journal of Modern African Studies, 37(2), 241–286.
In Cambodia’s Schools, Breaking a Silence Over the ‘Killing Fields’. (2015, April 8). United States Institute of Peace. https://www.usip.org/publications/2015/04/cambodias-schools-breaking-silence-over-killing-fields
Jessee, E. (2021). Commemorating genocide in Rwanda. In the Shadow of Transitional Justice. https://doi.org/10.4324/9781003167280-4
Keaveney, C. (2009). History teaching in conflict and post-conflict areas (Recommendation 1880; Report of the Committee on Culture, Science and Education). Council of Europe Parliamentary Assembly. https://assembly.coe.int/nw/xml/XRef/Xref-XML2HTML-en.asp?fileid=17765&lang=en
King, J. T. (2009). Teaching and Learning about Controversial Issues: Lessons from Northern Ireland. Theory & Research in Social Education, 37(2), 215–246. https://doi.org/10.1080/00933104.2009.10473395
Krieg, L. J. (2015). “Who Wants to Be Sad Over and Over Again?”: Emotion Ideologies in Contemporary German Education about the Holocaust. Journal of Educational Media, Memory, and Society, 7(2), 110–128. https://doi.org/10.3167/jemms.2015.070207
László, J. (2008). The science of stories: An introduction to narrative psychology. Routledge.
Magnarella, P. J. (2005). The Background and Causes of the Genocide in Rwanda. Journal of International Criminal Justice, 3(4), 801–822. https://doi.org/10.1093/jicj/mqi059
McLean Hilker, L. (2011). The role of education in driving conflict and building peace: The case of Rwanda. PROSPECTS, 41(2), 267–282. https://doi.org/10.1007/s11125-011-9193-7
Meseth, W., & Proske, M. (2015). Mind the Gap: Holocaust Education in Germany, between Pedagogical Intentions and Classroom Interactions. In Z. Gross & E. D. Stevick (Eds.), As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice (pp. 159–182). Springer International Publishing. https://doi.org/10.1007/978-3-319-15419-0_10
Ministry of Education. (2024). 2022/23 Education Statistical Yearbook. Republic of Rwanda. https://www.mineduc.gov.rw/index.php?eID=dumpFile&t=f&f=99472&token=a77954c7ba4e20d300bc0de5ef3d2ad6e4772a58
Morales, E. (2021). Peace Education and Colombia’s Efforts Against Violence: A Literature Review of Cátedra de la Paz. Revista Latinoamericana de Estudios Educativos (México), LI(2), 13–42.
Muižnieks, N. (2017). Report by Nils Muižnieks following his visit to Bosnia and Herzegovina from 12 to 16 June 2017 (28). Council of Europe. https://rm.coe.int/report-following-the-visit-to-bosnia-and-herzegovina-from-12-to-16-jun/16807642b1
Munyas, B. (2008). Genocide in the minds of Cambodian youth: Transmitting (hi)stories of genocide to second and third generations in Cambodia. Journal of Genocide Research, 10(3), 413–439. https://doi.org/10.1080/14623520802305768
Mutabazi, E. (2021). Identity and citizenship in Rwanda: Analysis of history textbooks. Bildungsforschung, 2. https://doi.org/10.25656/01:23917
Myres, T., Osbert, S., Makani, E., & Tumusiime, S. (2018). History and Citizenship for Rwandan Schools: Vol. Senior Two. Longhorn Publishers Limited.
Ntabwoba, L., & Sikubwabo, C. (2024). Influence of Family Background on English Language Proficiency among Learners in Nine and Twelve Years Basic Education Schools: A Case of Musanze District, Rwanda. African Journal of Empirical Research, 5(2), Article 2. https://doi.org/10.51867/ajernet.5.2.12
Nyseth Nzitatira, H., Edgerton, J. F., & Frizzell, L. C. (2023). Analyzing Participation in the 1994 Genocide in Rwanda. Journal of Peace Research, 60(2), 291–306. https://doi.org/10.1177/00223433221075211
Nystuen, G. (2005). Achieving Peace or Protecting Human Rights?: Conflicts between Norms Regarding Ethnic Discrimination in the Dayton Peace Agreement. Brill | Nijhoff. https://doi.org/10.1163/9789047408291
Parliamentary Assembly. (2000). Education in Bosnia and Herzegovina (Recommendation 1454). Council of Europe. https://pace.coe.int/en/files/16792/html
Pearson, P. (2016). Language Policy in Rwanda: Shifting Linguistic and Educational Landscape. Applied Linguistics and English as a Second Language Dissertations. https://doi.org/10.57709/9434634
Pineda, P., & Celis, J. (2022). Rejection and mutation of discourses in curriculum reforms: Peace education(s) in Colombia and Germany. Journal of Curriculum Studies, 54(2), 259–281. https://doi.org/10.1080/00220272.2021.1904006
Rwanda Basic Education Board. (n.d.). Weekly Timetables for Different Levels in Basic Education and Professional Options. Rwanda Basic Education Board. Retrieved 9 June 2024, from https://www.reb.gov.rw/index.php?eID=dumpFile&t=f&f=60115&token=6572e61cdf4ae5b64959e05bef475145e67ef5f7
Rwanda Basic Education Board. (2020a). History and Citizenship: Teacher’s Guide: Vol. Senior 2. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020b). History and Citizenship: Teacher’s Guide: Vol. Senior One. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020c). History and Citizenship: Vol. Senior One. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020d). History and Citizenship: Vol. Senior Three. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020e). History and Citizenship: Vol. Senior Two. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020f). History for Rwandan Schools: Teacher’s Guide: Vol. Senior 4. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020g). History for Rwandan Schools: Teacher’s Guide: Vol. Senior 5. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020h). History: Teacher’s Guide: Vol. Senior 6. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020i). History: Vol. Senior 4. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020j). History: Vol. Senior 5. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2020k). History: Vol. Senior 6. Rwanda Basic Education Board.
Rwanda Basic Education Board. (2022). History and Citizenship: Adapted Teacher’s Guide: Vol. Senior 3. Rwanda Basic Education Board.
Rwantabagu, H. (2010). Moral education in a post‐conflict context: The case of Burundi. Journal of Moral Education, 39, 345–352. https://doi.org/10.1080/03057240.2010.497614
Sanz, E. (2012). The Peace-Building Story: A Narrative Policy Analysis of Strategic Planning Frameworks for International Postconflict Peace-Building (SSRN Scholarly Paper 2239222). https://doi.org/10.2139/ssrn.2239222
Sieder, R. (2002). Educational Reform in Guatemala: Lessons from Negotiations between Indigenous Civil Society and the State. In Multiculturalism in Latin America (pp. 103–128). Palgrave Macmillan Limited. https://doi.org/10.1057/9781403937827_5
Swimelar, S. (2013). Education in Post-war Bosnia: The Nexus of Societal Security, Identity and Nationalism. Ethnopolitics, 12, 161–182. https://doi.org/10.1080/17449057.2012.656839
Taka, M. (2020). The role of education in peacebuilding: Learner narratives from Rwanda. Journal of Peace Education, 17(1), 107–122. https://doi.org/10.1080/17400201.2019.1669146
Terra, L. (2014). New histories for a new state: A study of history textbook content in Northern Ireland. Journal of Curriculum Studies, 46(2), 225–248. https://doi.org/10.1080/00220272.2013.797503
The Parliament of the Republic of Rwanda. (2019, March). Rwanda was believed to become a failed State, but we did not choose to disappear, we chose to live and recover our dignity—Mukabalisa. Parliament. https://www.parliament.gov.rw/news-detail?tx_news_pi1%5Baction%5D=detail&tx_news_pi1%5Bcontroller%5D=News&tx_news_pi1%5Bnews%5D=7607&cHash=ee423f5a0b269407442c68397f04a8e3
Torsti, P. (2007). How to deal with a difficult past? History textbooks supporting enemy images in post‐war Bosnia and Herzegovina. Journal of Curriculum Studies, 39(1), 77–96. https://doi.org/10.1080/00220270600765278
Trudell, B. (2016). The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa. UNICEF Eastern and Southern Africa Regional Office (ESARO), Basic Education and Gender Equality (BEGE) Section. https://www.unicef.org/esa/sites/unicef.org.esa/files/2018-09/UNICEF-2016-Language-and-Learning-FullReport.pdf
United Nations. (n.d.). Outreach Programme on the Rwanda Genocide and the United Nations. United Nations. Retrieved 7 June 2024, from https://www.un.org/en/preventgenocide/rwanda/historical-background.shtml
Unrepresented Nations and Peoples Organizations. (2015). Submission to the UN Office of the High Commissioner for Human Rights for the consideration of the Universal Periodic Review of the Republic of Rwanda during the 23rd Session. OHCHR.
Uvin, P. (1997). Prejudice, Crisis, and Genocide in Rwanda. African Studies Review, 40(2), 91–115. https://doi.org/10.2307/525158
Verpoorten, M. (2005). The Death Toll of the Rwandan Genocide: A Detailed Analysis for Gikongoro Province. Population, 60(4), 331–367.
Verwimp, P., & Bavel, J. V. (2013). Schooling, Violent Conflict, and Gender in Burundi. World Bank Policy Research Working Paper Series. https://doi.org/10.1093/WBER/LHT010
Wertsch, J. V. (2008). The Narrative Organization of Collective Memory. Ethos, 36(1), 120–135.

Le texte seul est utilisable sous licence Creative Commons - Attribution - Pas d'Utilisation Commerciale - Pas de Modification 4.0 International - CC BY-NC-ND 4.0. Les autres éléments (illustrations, fichiers annexes importés) sont « Tous droits réservés », sauf mention contraire.
The Development of International Refugee Protection through the Practice of the UN Security Council
Christiane Ahlborn
2010
The SWIFT Affair
Swiss Banking Secrecy and the Fight against Terrorist Financing
Johannes Köppel
2011
The Evolving Patterns of Lebanese Politics in Post-Syria Lebanon
The Perceptions of Hizballah among Members of the Free Patriotic Movement
Fouad Ilias
2010
La justice internationale à l'épreuve du terrorisme
Défis, enjeux et perspectives concernant la Commission d'enquête internationale indépendante (UNIIIC) et le Tribunal spécial pour le Liban
Sébastien Moretti
2009
Aut Dedere, aut Judicare: The Extradite or Prosecute Clause in International Law
Claire Mitchell
2009