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"The Rwandan genocide of 1994 was a prime example for the negative impact of manipulation and propaganda discourses which incited a large section of the Hutu population to kill approximately 800,000 Tutsi and moderate Hutu. The project asked if and how today, more than a decade after the genocide, the antagonistic relationships between the parties to the conflict have changed and whether sustainable peace is possible in the future. The overall object of analysis was thus the process of conflict transformation in Rwanda. Against this backdrop, it analysed the impact of various peacebuilding discourses, leading to two objectives: objective 1: Development of a framework for the analysis of conflict transformation; objective 2: Assessment of the impact of peacebuilding discourses on conflict transformation in Rwanda. (...)" (author's abstract)

Information and communication technologies for development (ICT4D) are seen to have great potential for boosting democratization processes all over the world by giving people access to information and thereby empowering them to demand more accountability and transparency of authorities. Based on ethnographic research in Togo and Rwanda on an SMS-based citizen monitoring and evaluation system, this article argues that focusing on access to information is too narrow a view. We show that it is crucial to take into account the respective socio-political backgrounds, such as levels of mistrust or existing social hierarchies. In this context, mobile phone usage has rather varied and ambiguous meanings here. These dynamics can pose a challenge to the successful implementation of ICT4D projects aimed at political empowerment. By addressing these often overlooked issues, we offer explanations for the gap between ICT4D assumptions and people's lifeworlds in Togo and Rwanda.

This study examined academic and instructional effects of history fair participation on English Language Learners (ELLs). The exhibition preparation process included inquiry-based pedagogy to increase bilingual students' social studies knowledge. The Bilingual History Fair required recent immigrant, 4th–12th grade students to explore community and immigration through oral history research projects. The mixed-methods data collection process involved a survey of 37 teacher participants, two teacher focus group interviews, and pre- and post-data collected from 149 student participants. Student involvement in the history project expanded student learning and understanding of historical concepts. Through this initiative, teachers validated the students' languages, cultures, and life experiences of their families. The student-to-teacher interactions and the employed targeted instructional strategies were "key methods to moving ELLs toward a stage of historical thinking that will have a measurable impact on student progress in the social studies" ( Salinas, Franquiz, & Guberman 2006, p. 207 ). The findings demonstrate that "teaching social studies that matters to ELLs is an achievable goal" ( Cruz & Thornton, 2009, p. 274 ). The process enhanced the self-concept and efficacy of the students and their sense of place in their schools and communities.

The marginalization of women from political and economic activities has been a subject of debate and policy reforms across the world. In Africa, decades after most countries attained independence; women continue to face more obstacles in pursuing their political interests in a male-dominated field. This is partly due to the societal structures that alienated women from decision-making processes in favor of men. However, gradual changes in African societies such as improved access to education, globalization, the emergence of feminism and experiences such as conflicts in the continent have seen an improved representation of women in decisionmaking processes in the society. This paper, therefore, examines parliamentary women representations in Rwanda and Kenya through the historical development of women participation in parliament, the factors that facilitated these developments, the influence of women parliamentarians in legislation, and, the challenges that continue to deter women from effective representation and participation in parliamentary proceedings. This paper concludes that women parliamentarians play a significant role in good governance through their inputs in parliamentary legislation especially on pro-poor development and protection of vulnerable groups in the society. ; Kadınların politik ve ekonomik aktivitelerden soyutlanması, dünya genelinde bir tartışma konusu haline geldi. Birçok ülke bağımsızlık konusunda yol katetmesine ragmen, Afrika'daki kadınlar hala erkeklerin egemen olduğu alanlarda politik hakları konusunda sorunlarla yüzleşiyor. Bu kısmen, kadınları karar alma süreçlerinden erkekler lehine uzaklaştıran toplumsal yapılardan kaynaklanıyor. Diğer yandan; eğitime erişim, feminizmin ortaya çıkışı, kıtada meydana gelen çatışmalar gibi değişimler Afrika'daki kadınların karar alma süreçlerinde giderek daha fazla yer aldığını göstermiştir. Bu nedenle, bu makale Ruanda ve Kenya'daki parlementoda kadınların katılımını ve katılımın tarihsel gelişimini, bu gelişmeleri kolaylaştıran faktörleri, kadın milletvekillerinin mevzuattaki etkisini ve kadınları engellemeye devam eden zorlukları inceleyerek parlamentodaki kadın temsillerini ve Ruanda ve Kenya'daki katılımı araştırmaktadır. Yapılan araştırmalar ışığında, kadın milletvekillerinin özellikle toplumdaki savunmasız grupların gelişimi ve korunması konusunda önemli bir rol oynadıkları sonucuna varılmıştır.