Authors
Sarah Warshauer Freedman, Harvey M Weinstein, Karen Murphy, Timothy Longman
Publication date
2008/11
Journal
Comparative Education Review
Volume
52
Issue
4
Pages
663-690
Publisher
The University of Chicago Press
Description
[Hutu extremist] organizers of the [Rwandan] genocide, who had themselves grown up with... distortions of history, skillfully exploited misconceptions about who the Tutsi were, where they had come from, and what they had done in the past. From these elements, they fueled the fear and hatred that made genocide imaginable.(Des Forges 1999, 31)
A country’s history is often a central concern after violent, identity-based conflicts, regardless of where they occur. Why does history take on such significance? As expressed in Alison Des Forges’s explanation of Rwanda in the epigraph, all sides tend to blame cross-group hatred and ensuing conflicts, at least in part, on past injustice. Citizens of countries that have experienced such devastation can often see how political leaders distorted and then exploited national history to incite violence. As countries seek social repair, many believe that a new and more truthful history …
Total citations
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Scholar articles
SW Freedman, HM Weinstein, K Murphy, T Longman - Comparative Education Review, 2008
SW Freedman, HM Weinstein, T Longman - Comparative Education Review, 2008
S Freedman, HM Weinstein - Teaching history after identity-based conflicts: The …
SW Friedman, HM Weinstein, K Murphy, T Longman - Comparative Education Review, 2008
SW Freedman, M Harvey, KM Weinstein - Teaching History after Identity-Based Conflicts: The …
S Freedman - Teaching History after Identity-Based Conflicts: The …
S Warshauer, HM Weinstein - Teaching History after identity-based conflicts: the …