A. Plan of Investigation (147)
To what extent were women's roles affected by the Rwandan Genocide?
The aim of this investigation is to determine with detailing, how women's roles and education were truly affected by the genocide. This investigation will more in depth. This investigation is worth studying because it helps to enlighten the reader as to what happened, to clear any biases. We can also see the consequences and learn from those mistakes. In order to research the topic more thoroughly, there will be more analysis of the topic in 3 scope areas; women in the community and household, women in society, and women in education in Rwanda. The types of research conducted in order to gain information on the topic, included scholarly journals, interviews with Rwandan genocide survivors, newspapers, etc. Rwanda: Shattered Lives and Women’s participation in the Rwandan genocide: mothers or monsters? will be analyzed to investigate the question.
B. Summary of Evidence (517)
1. Women in the Household/Community
• After the genocide, 70% of people were women and of that 50% were the head of households. Example: Elizabeth's husband was killed during the genocide and she was kidnapped and raped by the militia, after she escaped, she found herself supporting 8 children, with no form of shelter.
• Many times within a community, women took on children that did not belong to them, and they also took on roles of men; securing housing and devised income generating ideas. They were also the mainstay for food production.
• Women's voice within their communities and societies were also quite restricted.
• Women became the head of the households, community leaders, financial providers, etc., post-genocide. Also these women found themse...
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...Conflict and Building Peace – The Case of Rwanda."UNESCO. UNESCO, 2010. Web. 06 Apr. 2014.
Hogg, Nicole. "Women’s Participation in the Rwandan Genocide: Mothers or Monsters?"ICRC. ICRC, 7 Apr. 1994. Web. 06 Apr. 2014.
Ministry of Education. "Education Sector Policy."Ministry of Education. Rwanda Ministry of Education, July 2003. Web. 06 Apr. 2014.
Newbury, Catharine, and Hannah Baldwin. "Aftermath: Women in Postgenocide Rwanda." Center for Development Information and Evaluation, July 2000. Web. 6 Apr. 2014.
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Obura, Anna. "Never Again: Education Reconstruction in Rwanda."UNESCO. UNESCO, 2003. Web. 06 Apr. 2014.
Powley, Elizabeth. "Strengthening Governance: The Role of Women in Rwanda's Transition A Summary."United Nations. United Nations, Oct. 2003. Web. 06 Apr. 2014.
During this essay I will provide a detailed outlook on what I learned during the process of reading the book “Left to Tell” by Immaculee Ilibagiza. Immaculee Ilibagiza, came from a family that valued education. Her family were Tutsi’s, during the genocide she experienced a great ordeal of things that many could never live through, yet she survived. During the reading Immaculee depends on her faith in God to help her through the most difficult situations. I will explore what Immaculee experienced during the 1994 Rwanda genocide, such as violation of human rights, and becoming a refugee. I will then take a look further and discuss the role the media played in contributing the genocide and how this made things worse. Lastly, I will discuss who
Strauss, Scott. The Order of Genocide: Race, Power, and War in Rwanda. (Cornell University Press Ithaca and London). 2006.
Nduwimana, Francoise. "Women and Rwanda's genocide: what goes unsaid.(NEWS CLIPPINGS)." Sister Namibia 16.5-6 (Dec 2004) 38(2). Global Issues In Context. Gale. Peel District School Board All Schools. 27 Nov. 2013
Mukamana, Donatilla and Petra Brysiewicz. “The Lived Experience of Genocide Rape Survivors in Rwanda.” Journal of Nursing Scholarship. 40:4 (2008): 379- 384. Google Scholar. Web. 4 May 2014.
Many innocent lives were taken during the genocide in Rwanda in 1994. Philip Gourevitch’s “We Wish to Inform You That Tomorrow We Will Be Killed with Our Families,” explains why the genocide that occurred in Rwanda should not be written off in history as just another tribal disagreement. This book entails the stories of Gourevitch and the people he interviewed when he went to Rwanda. These stories express what people went through during the genocide, the loss they saw, the mass killings they tried to hide from, and the history of what led to the Rwandan genocide. Rwanda’s colonial past did influence the development of the genocide in Rwanda. The hatred between the Hutus and the Tutsis had been going on for many years before the genocide.
Africa has been an interesting location of conflicts. From the conflict between Ethiopia and Eritrea to the revolutionary conflict in Libya and Egypt, one of the greatest conflicts is the Rwandan Genocide. The Rwandan Genocide included two tribes in Rwanda: Tutsis and Hutus. Upon revenge, the Hutus massacred many Tutsis and other Hutus that supported the Tutsis. This gruesome war lasted for a 100 days. Up to this date, there have been many devastating effects on Rwanda and the global community. In addition, many people have not had many acknowledgements for the genocide but from this genocide many lessons have been learned around the world.
When the Rwandan Hutu majority betrayed the Tutsi minority, a destructive mass murdering broke out where neighbor turned on neighbor and teachers killed their students; this was the start of a genocide. In this paper I will tell you about the horrors the people of Rwanda had to face while genocide destroyed their homes, and I will also tell you about the mental trauma they still face today.
"Rwanda Genocide." Global Issues in Context Online Collection. Detroit: Gale, 2010. Global Issues In Context. Web. 12 Apr. 2010.
The Rwandan genocide was one of the most monstrous crimes against humanity. Driven by political issues, hunger for power and ethnic differences. The genocide is now over but remnants remain, showing the pain and suffering that
United Human Rights Council. (2014). Genocide in Rwanda. [online] Retrieved from: http://www.unitedhumanrights.org/genocide/genocide_in_rwanda.htm [Accessed: 21 Feb 2014].
Genocide is the destruction of a cultural, racial or political group through the use of “..one-sided mass killings..(Hintjens 267).” The April of 1994, “Rwandan subjects and citizens were the main actors in the genocide (Hintjens 244).” The establishment of colonial rule by the Europeans impacted the conflict in Rwanda due to the creation of ethnic boundaries between the Tutsis and the Hutus. Hierarchies were established based upon European racial theories. Throughout the colonization and independence of Rwanda, the tension generated by European intervention only magnified thus leading to quotas and ineffective regulations. Aside from the assassination of the Rwandan President Habyarimana, propaganda through the news and media openly broadcasted the planned genocide as an open secret (Hintjens 246).
Middleton, John. "Rwanda." Africa: an Encyclopedia for Students. Vol. 3. New York: Charles Scribner's Sons, 2002. Print.
rights for women, the women also regained her lost position and reasserted her equality with man. In
After World War 2 things started to change. Women made up lots of the work force. They occupied the same traditional jobs. But salaries still didn't change; they were being paid less then men. Many women still faced inequality. They still had to raise a family. They were many women protests after the war. After all the battles and protests women finally got what they deserved a right to vote.
Throughout history, women’s roles have changed drastically. As times changed so did the opportunities and demands. Women adapted significantly well to these new changes, and so they were able to influence and help shape these periods, as well as benefit from them. Women suffered from much discrimination, and were not allowed to attend universities, vote, speak in public or own any property. Also, they did not have a choice but to fight for their place in society. Regardless of all these difficulties, women gathered strength and succeeded in establishing permanent social changes.