Thesis (M. S.)--International Affairs, Georgia Institute of Technology, 2007. / Dr. Lyn Graybill, Committee Member ; Dr. Molly Cochran, Committee Member ; Dr. Sylvia Maier, Committee Chair.

Submitted in fulfillment of the requirements of the degree of Doctor of Technology: Public Management, Durban University of Technology, Durban, South Africa, 2016. / Corruption has increasingly become a challenging issue that undermines peacebuilding processes. Anti-corruption efforts therefore constitute one of the ways of building and sustaining positive peace. Attempts to combat corruption generally follow one of three strategies which include: developing legal and punitive frameworks, establishing investigative and preventive mechanisms and promoting ethical values-based approaches. The present study has explored corruption in Rwanda and has highlighted the necessity of developing anti-corruption education as a way of combatting corruption. The first part of the study has used focus group discussions and interviews to collect information on corruption in Rwanda while the second part consists of experimental interventions organized to test an anti-corruption education curriculum. It has been realized that Rwanda, if compared with other African countries, has made remarkable progress in terms of fighting against corruption. However, the country still has a long way to go in order to achieve its ambition of building a corruption-free nation. The educational strategies to ensure the promotion of ethical values-based approaches have been found the weakest aspect of the anti-corruptioan campaign in Rwanda. This study has emphasized the necessity of involving children in the combat against corruption. Inspired by the Ubupfura ethical values, which are embedded in Rwandan culture, the study has proposed an anti-corruption curriculum for Rwandan children under the name of Nibakurane Ubupfura. Through the experimental interventions and preliminary evaluation of the curriculum, it has been demonstrated with evidence that the proposed anti-corruption education, applying an Ubupfura model, could significantly contribute to equipping children with the skills needed to disassociate and distance themselves from corrupt practices. With reference to the short-term impact of the experimental intervention conducted in this study, it leaves no doubt that the continous use of this education curriculum will help children to develop attitudes and behaviors that resist corruption. It is argued in this study that an effective campaign against corruption should consider promoting anti-corruption education with the aim of enabling present and future generations to maintain and live out the Ubupfura ethical values. Considering the link between anti-corruption and peacebuilding efforts, as explained in this study, it is underlined that efforts continuously made to raise such generations could undoubtedly move Rwandan society toward sustainable positive peace. / D

The present thesis explores the politics of reconciliation in post-genocide Rwanda by focusing on one of its little-studied aspects— the government-led project of ‘unity building.’ To uncover the type of unit(ies) that are actually produced (not just officially envisioned), the analysis operates at three interconnected levels— i) at the level of the discourse of unity and reconciliation (studying its proper logic in addition to the ways in which it is shaped/structured by other discourses, such as security or prosperity/development); ii) at the level of concrete strategies and policies; and finally iii) at the level of ‘enaction’ through a score of official (and purportedly ‘local’ and ‘traditional’) activities. Many of the activities considered here have received no in-depth study. The official activities are explored both in toto and through an in in-depth analysis of one key exemplar – the ingando camps – transitory and transient spaces of re-education/sensitisation and reintegration tailored for selected segments of the population. The thesis demonstrates the ways in which the process of kubaka ubumwe / unity-building is profoundly politicised. Detailed attention is paid to exposing the way in which i) political dynamics affect the very conception of ‘unity’ and ‘reconciliation;’ ii) the manner in which power and the state mould unity and reconciliation activities, determining what can be achieved through them (or not); and finally iii) the ways in which the government appropriates the whole unity-building process for other than stated aims. The research shows how unity is shaped to imply consent, homogeneity and non-dissension, thus serving specific governmentality goals in the highly controlling environment of the authoritarian state (producing docile and legible subjects). Furthermore, the thesis shows how the process of unity and reconciliation is subsumed to the broader social engineering project of the state aimed at shaping citizens’ ‘mentalities’ and at their transformation into ‘perfect development subjects.’

This study critically analyses and shows the merits of women participation in decision making during post conflict peace-building processes. Also explores the African Union's (AU) mechanisms that can facilitate women participation in peace-building and decision making processes in post-conflict countries. The scope of this thesis will be limited to Rwanda and Mozambique as countries that have suffered armed conflicts but progressively managed in post conflict to increase women participation in both peace-building and decision making processes. Discusses what the two countries can contribute to other countries that are in a post conflict phase in terms of providing best practices. Consequently, a framework will be drawn from these best practices in conjunction with the provisions under the AU to address the role of women in decision making processes during post conflict / Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2008. / A Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Pauo Comoane / http://www.chr.up.ac.za/ / Centre for Human Rights / LLM