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Analytical Reasoning: Genocide in Rwanda Part 2

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Wesley2.pptx rwandapart2

  1. 1. Analytical Reasoning: Genocide in Rwanda Part 2 Of 2
  2. 2. Day 6 Truth and Reconciilation in Post Genocide Rwanda • Nations after a disjointed governance marked by genocide, apartheid and massacres would institute a Truth and Reconciliation Committee to heal wounds and return the nation to order and normalcy. • An example is the TRC of South Africa after the end of the Apartheid regime and the freedom of Nelson Mandela.
  3. 3. Continued • Test: Research into and name three other nations that had the TRC (Truth Reconciliation Committee). • With genocide, there are victims and victimizers. The distinctions are not clearly made but the glaring point is that the Hutu are “the guilty majority and the Tutsi are the fearful minority.”
  4. 4. Peace cannot be achieved without truth and justice. • Issues of Truth and Reconciliation Committee in post-genocidal Rwanda. • a) The truth in Rwanda genocide is known, there is no need for confession as was the case in South Africa. In Rwanda, genocide was public and open. Any living Hutu is presumed guilty of killing because if you did not kill, you were killed by your own. • b) What does justice and reconciliation mean to Hutus and Tutsis?
  5. 5. Peace cannot be achieved without truth and justice. • c) The Hutus are the political majority and the Tutsis the political minority. While the minority calls for justice, the majority calls for democracy. • d) How can the minority be safeguarded from a genocidal reoccurrence? • e) How can the Hutus no more be marginalized economically? • f) Should Justice be retributive, that is punitive (punish the evil-doers) or should it be reconciliatory? What is the more realistic and tenable option? • g) Should the genocide survivors be compensated and rehabilitated? How about the Hutu refugees who fled to Congo Republic, will they also be rehabilitated? •
  6. 6. Some Suggestions: • a) For a lasting peace and to remove danger to the Tutsis, they should be given a separate state of their own. • b) There should be a re-organization of power between the citizens not on cultural lines but as political entities. • c) Rwandan citizenship should be reconciled. • d) Their history must be written so that the lessons of the past will be available to the younger generation.
  7. 7. Suggestions Continued • Should there be international intervention or should Rwanda work on its own solution?
  8. 8. Rwanda: Lessons Learned • Stop the genocide before it becomes a genocide. • React promptly and firmly to preparations for the mass slaughter of civilians. • Pay close attention to the media in situations of potential ethnic, religious, or racial conflict. In cases of impending genocide, be prepared to silence broadcasts that incite or provide directions for violence.
  9. 9. Continued • Be alert to the impact of negative models in nearby regions. • Obtain accurate information about what is happening on the ground. • Identify and support opponents of the genocide. • Call the genocide by its rightful name and vigorously condemn it. Commit to permanently opposing any government involved in genocide, including by refusing it assistance in the future.
  10. 10. Continued • Impose an arms embargo on the genocidal government. • Press any government seeming to support the genocidal government to change its policy. • Be prepared to intervene with armed force.
  11. 11. Day 7 • A Re-enactment of the Rwandan genocide • Class divides into two groups: A)Hutu B)Tutsi • Reconcilers, Panel of judges • Class Activity: To be filmed
  12. 12. Day 8 • Assignment: written exercise: what were, in your opinion, lessons learned from Rwandan genocide? • How can genocide situations be avoided in the future?
  13. 13. Day 8 Continued: • Post Test • What is genocide? • Where can it occur? • Who does it involve? • Name a people who has suffered genocide
  14. 14. References: • Des Forges, Alison (1999). Leave None to Tell the Story: Genocide in Rwanda. Human Rights Watch. ISBN 1-56432-171-1. http://www.hrw.org/reports/1999/rwanda. Retrieved 2007-01-12. • See, e.g., Rwanda: How the genocide happened, BBC, April 1, 2004, which gives an estimate of 800,000, and OAU sets inquiry into Rwanda genocide, Africa Recovery, Vol. 12 1#1 (August 1998), page 4, which estimates the number at between 500,000 and 1,000,000. Seven out of every 10 Tutsis were killed.
  15. 15. References continued: • Transcript of remarks by Mark Doyle in Panel 3: International media coverage of the Genocide of the symposium Media and the Rwandan Genocide held at Carleton University, March 13, 2004 • Ch. 10: "The Rwandan genocide and its aftermath"PDF in State of the World's Refugees 2000, United Nations High Commissioner for Refugees • "Operation Support Hope". GlobalSecurity.org. 2005- 04-27. http://www.globalsecurity.org/military/ops/support_h ope.htm. Retrieved 2008-10-02
  16. 16. References continued • Carroll, Rory, US Chose to Ignore Rwandan Genocide, Johannesburg The Guardian, www.guardian.co.uk/world/2004/mar/31/usa.rw anda • www.un.org • www.nsarchive.org • Power, Samantha, Bystanders to Genocide www.theatlantic.com/magazine/archive/2001/09 /bystanders-to-genocide/4571/ • www.gwu.edu/~nsarchive/NSAEBB/index.html
  17. 17. References Continued • www.hrw.org/legacy/english/docs/2004/03/2 9/rwanda8308.htm • Mamdani, Mahmood, (2001). When victims become killers- Colonialism, Nativism, and the Genocide in Rwanda, Princeton University Press, Princeton, N.J.

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