When the characteristic of mass violence is primarily intrastate rather than interstate in nature, as was the case during the 1994 Rwandan genocide, geographical separation among conflicting groups is not always a viable solution. In such cases, reconciliation can present a way to recuperate and rebuild broken relationships amongst former adversaries. Reconciliation itself, however, is not a general concept or set of rules to be equally applied towards different groups or countries. This thesis is centered on a key question: what are the meanings of reconciliation and development in post-genocide Rwanda, and how are they related? To examine this relationship, three possible connections are conceptualized: social healing and community development, reparations and economic development, and shared views on history and political development. This research contends that in a post-conflict setting, development without reconciliation is an incomplete process. --P. i.
The history of Education in Canada has been systemically and generational destructive to Aboriginal people and culture. This history of destruction has caused systemic racism throughout our school systems resulting in lower graduation rates and a lack of equity in achievement within education resulting in gaps in social-economic disparity for Aboriginal People in Canada (Archibald & Hare, 2017). This research project aims to address a gap in the education of educators in regard to closing the gap and working together for reconciliation. This project provides a framework for a holistic understanding of how to approach working within First Nations communities within the education system or across systems. The result of this project is a guidebook and PowerPoint presentation for professional development. The project provides educational professionals with some tools and knowledge to improve inclusive and culturally sensitive practice. The project delivers a common goal framework conceptualized by the researcher and adapted from a generalized, personal, and interpretative understanding of the Aboriginal Medicine Wheel. The four-part conceptual framework includes leadership, holistic approach, capacity building, and ethical considerations with the common goal in the center. The project brings together the concepts important to achieving the common goal of improving professional capacity when working with Aboriginal People and First Nations communities.
