In June 2002, the Republic of Rwanda embarked on an extraordinary experiment in transitional justice, inaugurating the pilot phase of a new participatory justice system called Inkiko-Gacaca. This article-the result of 8 weeks of research involving interviews with government and nongovernmental organization officials, local judges, and prisoners, and extensive observations of the Inkiko-Gacaca process in several different rural communities-explores the system's potential for healing inter-group conflict through a collaborative process of establishing common social and moral norms. The historical and theoretical background of Inkiko-Gacaca is followed by an in-depth case study of 3 communities. Relating intergroup contact theory to the actual experiences of Rwandans participating in this transitional justice system, we emphasize the need to revise the theory's often-implied assumption of homogeneity in participant perspectives. This analysis illustrates 4 very different levels of trust at which Rwandans participate in the Inkiko-Gacaca system, and the dangers, as well as the positive potential, that this wide distribution of perceptions implies. Ultimately, the research indicates some specific ways in which Inkiko-Gacaca could address the concerns of its most disillusioned participants, to help ensure that its contribution to the process of social reconstruction in Rwanda is a positive one.

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Life skills programming in the field of international workforce development operates within a professional community of practice that is shaped by dynamics of power, influence, and resources, as well as by specific local contexts and actors. This chapter gives detailed insight into three case studies of youth workforce life skills programming developed by the organizations World Learning, Education Development Center, and 10ThousandWindows in different national settings and with distinct youth populations, highlighting how these organizations have interacted with the larger field and learned from one another to address issues of contextualization, pedagogy, sustainability, and scale. Through descriptions of programming in Rwanda, Algeria, and the Philippines, the chapter offers insight into the complexities of life skills curriculum development and contextualization processes and highlights issues that remain difficult to resolve, as well as new frontiers for programming in rapidly changing economies.

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