Failed aid: how development agencies are neglecting and marginalising Rwandan genocide survivors

Schimmel, Noam

doi:10.1080/09614521003710047

Cited by 10 publications

(5 citation statements)

References 1 publication

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“…In practice, however, there is evidence that Hutu children who survived the genocide have been unable to access the fund (AI 2004). The FARG is an important but insufficient form of support for genocide survivors, given their levels of suffering and marginalization (Rombouts 2006;Schimmel 2010). However, no equivalent support mechanism exists for the thousands of non-Tutsi children who lost one or both parents during the civil war of 1990-1994and in Zaire in 1996, including during attacks conducted by the Rwandan Patriotic Army (RPA), the armed wing of the Rwandan Patriotic Front (RPF), which took power in July 1994 (Rombouts 2006, pp.…”

Section: Ongoing Inequalities Of Educational Opportunity In the Post-mentioning

confidence: 99%

The role of education in driving conflict and building peace: The case of Rwanda

Hilker

2011

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This article considers the relationship between education, conflict, and peacebuilding in Rwanda. First, it examines the role that education played in the lead-up to the 1994 genocide, discussing whether and how the low levels of educational attainment, inequalities of access, curricular content, and teaching methods contributed to the conditions for violence. It then looks at approaches to rebuilding the education sector since 1994. Despite significant progress, for example in widening access and achieving gender parity at primary level, three significant challenges remain. First, educational opportunity continues to be unequal in the post-primary sector, with disparities of access between rich and poor, a severe lack of alternative and non-formal educational opportunities, and some ethnic dimensions to the disparities. Second, tensions remain over history teaching due to government attempts to impose a single ''official'' narrative of Rwanda's history. Finally, teaching methods remain largely teacher-centred, with little open debate and teaching of critical thinking skills. The article cautions that, despite progress, some dimensions of Rwanda's current education policy and practice may continue to exacerbate tensions. It concludes by outlining some future priorities and urges the Rwandan government and its international development partners to more rigorously assess the potential impact of education policies on fragile social relations, and to embrace opportunities for education to play a more central role in peacebuilding in Rwanda.

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Section: Ongoing Inequalities Of Educational Opportunity In the Post-mentioning

confidence: 99%

The role of education in driving conflict and building peace: The case of Rwanda

Hilker

2011

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“…Currently, they are failing, and in failing, they are sustaining and exacerbating the impact of genocide on its survivors. 29 The same is true for many of the national aid agencies working in Rwanda-including many European ones-and for UN aid agencies who show little consciousness and responsibility by being indifferent to the fate and welfare of survivors. 30 To them we say, shame on you.…”

Section: Partnership With Genocide Survivorsmentioning

confidence: 97%

A Postcolonial Reflection on the Rwandan Genocide Against the Tutsi and Statement of Solidarity with Its Survivors

Schimmel

2021

Journal of Victimology and Victim Justice

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“…The UN has also issued at least three resolutions, so far ineffective [UN (2004), UN (2009), UN (2012)] calling for NGOs to provide assistance to the vulnerable survivors of the 1994 genocide in Rwanda, namely orphans, widows, and victims of sexual violence. According to Schimmel (2010) the UN contribution to rehabilitation programmes in Rwanda has been minimal and only benefitted 2,000 survivors. It has to be acknowledged as highlighted in the Ibuka's (2012) recent conference report on assistance for genocide survivors, there have been some achievements over the past 19 years, including: 68,367 students completing secondary education, and 7,511 completing higher education; the construction of 39,723 houses, although over half of these were constructed by NGOs, and some are of poor quality or partially finished; 173,917 genocide survivors receiving medical assistance (funding from the UK Department for International Development enabled the Survivors' Fund (SURF) to establish a care and treatment project to assist 2,500 women who had contracted HIV during the genocide); while a further 28,199 genocide survivors received additional support, and income-generating activities were initiated.…”

Section: Resource Availabilitymentioning

confidence: 98%

Rehabilitation for Survivors of the 1994 Genocide in Rwanda: What Are the Lessons Learned?

Uwamaliya

Smith

2017

Issues in Mental Health Nursing

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Rehabilitation remains a significant concern among survivors of the 1994 genocide in Rwanda. Rehabilitation falls under tertiary prevention, which is a core function of public health. Despite efforts to introduce various rehabilitation programmes for genocide survivors in Rwanda, these initiatives have often proved inadequate in meeting their long-term needs. The failure of the Rwandan Government, international community, United Nations, and other Non-Government Organisations (NGOs) calls into serious question their commitment to international human rights laws. Rehabilitation should be regarded as a free-standing human right for genocide survivors and a human rights-based approach to the rehabilitative process should incorporate measurable outcomes based on an agreed ethical framework. The author calls upon the international community to reiterate its concerns about genocide survivors and reaffirm its commitments to human rights. The main issues discussed in this article are: the long-term needs of survivors of the 1994 genocide; what is already provided, and the gaps; how Stucki's Rehabilitation Cycle framework (a problem-solving tool) can help improve current provision; the role of the international community, NGOs, and genocide survivors' organisations in advancing rehabilitation; and the need for a human rights-based approach to rehabilitation. A strong recognition of the right to rehabilitation is crucial. An ethical framework related to the human rights-based approach should also assist in setting outcomes that can be measured against agreed standards, ensuring: rights that have been violated are identified; the accountability of each service provider in promoting rehabilitation; rehabilitation which is inclusive and non-discriminatory; participation by encouraging collaboration with survivors rather than doing things for them; and empowerment by enabling survivors to understand their rights and have the confidence to challenge or question when their rights have been violated.

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Failed aid: how development agencies are neglecting and marginalising Rwandan genocide survivors

Cited by 10 publications

References 1 publication

The role of education in driving conflict and building peace: The case of Rwanda

The role of education in driving conflict and building peace: The case of Rwanda

A Postcolonial Reflection on the Rwandan Genocide Against the Tutsi and Statement of Solidarity with Its Survivors

Rehabilitation for Survivors of the 1994 Genocide in Rwanda: What Are the Lessons Learned?

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