• Denise Bentrovato


Bentrovato illustrates how, in Rwanda’s highly divided and politicised setting, the country’s history has been a matter of particular contention. In the post-genocide period, Rwanda’s history became the object of renewed and passionate debate, and it was against this backdrop that the teaching of Rwanda history in schools was suspended in 1995. Controversies in post-genocide Rwanda are primarily related to identity and ethnicity; origins, migrations, and settlement; traditional social relations and the impact of colonisation, the decolonisation process and the ‘Hutu Revolution’; and the 1990–1994 war, genocide, and subsequent aftermath. The development of a new historical narrative, canonising the role played by the Rwandan Patriotic Front (RPF), suggests that a loosening of control is unlikely to occur anytime soon.

Further Reading

  1. Lemarchand, R. ‘The Politics of Memory in Post-Genocide Rwanda’. In After Genocide: Transitional Justice, Post-Conflict Reconstruction and Reconciliation in Rwanda and Beyond, edited by P. Clark and Z.D. Kaufman, 65–76. London: Hurst & Co, 2008.Google Scholar
  2. Weldon, G. ‘Memory, Identity and the Politics of Curriculum Construction in Transition Societies: Rwanda and South Africa’. Perspectives in Education 27 (2009) 2, 177–189.Google Scholar

Copyright information

© The Author(s) 2019

Authors and Affiliations

  • Denise Bentrovato
    • 1
  1. 1.Modern History and History DidacticsSapienza University of RomeRomaItaly

Personalised recommendations