Teaching or sensitising? Rwandan teachers’ experiences in integrating genocide studies across the curriculum

The purpose of this study was to analyse teachers’ thoughts in integrating genocide studies into their disciplines as a cross-cutting issue. It is assumed that this integration provides learners with several opportunities, including gaining knowledge about the genocide against the Tutsi, its progression, effects and prevention mechanisms. Other general skills, such as critical thinking and comparing different genocides, are also included in the curriculum. Several publications focus on the genocide as a historical event and on how to teach and learn about this tragic event. However, little is known about how genocide studies are incorporated across various subjects in Rwandan secondary schools. Through a qualitative career life story using document analysis and semi-structured interviews with 23 science, humanities and language teachers purposively selected from three provinces. This study shows that all teachers, without exception, are aware of the definition of genocide. They have different views on the integration of genocide studies across subjects. The integration is often done through improvisation; some science teachers begin discussions related to the genocide against the Tutsi to educate against it. Due to the topic’s sensitivity, teachers often prefer to use a lecture-based approach to present a widely accepted version, which can be shared both inside and outside the school. To overcome these challenges, integrating genocide studies into teaching and learning requires reevaluating teaching methods, enhancing teacher competence and ensuring resource availability. The study recommends training to all teachers on Rwanda’s history to improve their understanding of the genocide. Moreover, an interdisciplinary, whole-school approach through team teaching should be developed, supported by both physical and digital teaching resources. This approach can motivate teachers and students alike, leading to a deeper and more comprehensive understanding of genocide studies.