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This program explores the social, political, and psychosocial processes that have shaped the emergence of conflict in the Lake Victoria Basin. You will also examine the measures that have been taken toward conflict mitigation, reconciliation, resettlement, and prevention in the region. The 1994 genocide against Tutsis in Rwanda and the conflict driven by Joseph Kony and the Lord’s Resistance Army in northern Uganda serve as primary case studies.
I am so grateful for the opportunity to have participated in this program. It has been an incredible, transformative experience for me. I can truly say that this experience will inform all future life decisions I make, whether they be academic or professional.
Gina Starfield, Yale University
On this program, you will explore the history and causes of conflict and the measures that have been instituted to promote recovery and reconciliation. You will move beyond the conventional rhetoric and assumptions typically associated with the 1994 Rwanda genocide and the conflict in northern Uganda to a deeper understanding of the relevant causes, consequences, and outcomes, including current prospects for peace.
The program begins in Rwanda where you will examine the 1994 genocide that resulted in the killing of nearly one million Tutsis and moderate Hutus in a time span of 100 days. The intensity of the violence as well as the extent to which survivors and perpetrators live side by side today provide a unique case study on genocide causation, prevention, and mitigation. You will debate questions such as:
In Rwanda the program visits and/or engages lecturers from:
The war in northern Uganda ended in 2007 upon the signing of the Juba Peace Accords. However, within the larger Ugandan context, the war intensified the north-south divide, and the country continues to grapple with political, economic, and social effects of the war. Meanwhile, the Acholi people endeavor to resettle, to rebuild their lives, and to reconcile individuals, families, and clans, but these efforts are complicated by inadequate access to material, political, and financial resources; multifarious and uncoordinated projects; and tensions between local traditions and modernity. In this context, you will consider questions such as:
In Uganda the program visits and/or engages lecturers from:
Previous students have drawn upon these networks and resources for future professional work in the region.
The program spends time in multiple locations in both urban and rural areas of Rwanda and Uganda, and you should expect to travel frequently. This travel will provide you with broad exposure and access to multiple communities and perspectives in Rwanda and Uganda. You will examine similarities and differences in how and why communities respond to situations of conflict and reconciliation.
In previous programs, field visits have included excursions to:
While there are no course prerequisites for the program, psychological stability and emotional maturity are required to enable students to engage effectively with these difficult subjects.
Lectures and discussions with professors and professionals working in the fields of conflict resolution, mitigation, and prevention provide both a theoretical framework and a historical context in which to situate the Lord’s Resistance Army (LRA) in the Acholi region of Uganda and the 1994 Rwandan genocide.
In first Rwanda and then Uganda, one week of classroom discussions, readings, and lectures addresses the history, contemporary politics, and role of the state in each conflict. Students then visit carefully selected sites to study the issues firsthand and to observe the current climate. Cultural immersion and interactions with homestay families complement these studies.
Links to syllabi below are from current and forthcoming courses offered on this program. Because courses develop and change over time to take advantage of dynamic learning opportunities, actual course content will vary from term to term.
The syllabi can be useful for students, faculty, and study abroad offices in assessing credit transfer. Read more about credit transfer.
This was a game-changing, paradigm-shifting experience — one of the best decisions I've ever made.
Rachel Okun, Yale University
Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.
Excursions are deliberately selected to resonate with the program theme and to expose you to a broad range of social and cultural aspects in Rwanda and Uganda.
Situated at the site of mass burial of the 250,000 victims of Kigali’s genocide, the Kigali Memorial Centre is a place for reflection and learning. Using exhibitions, videos, clippings, and quotes, the memorial explores the history and origins of genocide, its impacts, and the post-genocide period as well as ongoing reconciliation and peace efforts in ways that transcend textbook descriptions. Many visitors to the memorial cite this as a life-transforming experience.
The churches in Ntarama and Nyamata were sites of mass executions during the Rwandan genocide. You will have a chance to talk with survivors and reflect on the personal impact of the violence. These visits put a human face on the horrific ordeal of genocide and can be emotionally challenging.
You will go on carefully prepared visits to rural communities in northern Uganda to experience the dynamics of post-conflict resettlement and recovery, the opportunities and challenges that are encountered at multiple levels, and how these opportunities are forged and challenges are mitigated. You will examine interactions between the government, civil society, NGOs, and local communities.
Originally a refugee camp for the victims of the 1959 Hutu revolution, Nakivale now hosts thousands of Rwandans displaced during and after the 1994 genocide. The excursion to the settlement will expose you to voices and perspectives that often are neglected in mainstream discourse. The visit prompts discussion as to what gets left out and why in conflict and post-conflict narratives.
The SIT experience my academic director built for my group and the research I conducted during the program were the starting points for my Fulbright project and generally a huge influence on who I am.
Jacob Eichengreen, Wesleyan University
Charlotte Karungi Mafumbo, a Ugandan national, obtained her PhD from the University of Cape Town, South Africa. Her research investigates why states adopt interventionist foreign policies. Ms. Mafumbo has analyzed Uganda's interventions in three of its neighboring states: Rwanda, Burundi, and the Democratic Republic of Congo. She also holds an MA in international studies from the University of Sydney, Australia; a postgraduate certificate in gender and conflict studies from Hannover University, Germany; a postgraduate diploma in social conditions and policies from Copenhagen University; and a BA of history and international organization from Makerere University in Kampala. She has just completed her fellowship as a 2012 Global South Scholar at the Graduate Institute of International and Development Studies in Geneva.
During the last ten years, Dr. Mafumbo has also worked as a lecturer at Makerere University, teaching courses in history, development, peace and conflict studies, and program management. As a lecturer and coordinator of research projects at Makerere, she gained extensive experience in program implementation and management. She also provided career guidance to students of development studies and supervised students in various practicum assignments. Charlotte’s years of professional experience have enabled her to develop strong relationships with various government and nongovernmental agencies and academic institutions, providing her with broad and rich perspectives regarding culture and development in Uganda. She first worked with SIT as a student advisor and became an academic director in 2007.
Mercy attended Makerere University and received a bachelor of arts in social sciences with a concentration in sociology. Her passion in student affairs developed during this time; while at Makerere University, she was very involved on campus, including with the residence hall association and with the local radio station, where she hosted a youth program. Mercy’s professional experience includes working with orphans and disadvantaged youth. Prior to SIT, she worked with Aegis Rwanda on a summer course for Rwandan youth on violence prevention.
Sunday is a trained business administration and project management specialist who brings strong interpersonal skills and innovative business acumen to his work with SIT. During his college years, he focused on business administration and marketing; his professional experiences have centered on working with community-based organizations and NGOs in Rwanda. In his role as office manager with SIT, Sunday oversees all office administration, financial systems, policies and procedures, and general operations. Sunday’s keen ability to understand where others are coming from extends beyond class and culture. Sunday is fluent in Kinyarwanda, French, and English.
Mr. Bikesha received a law degree (LLB) in 2004 from the Rwanda National University in Butare. Since then, he has worked as a lawyer for the National Service of Gacaca Courts in Rwanda, which deals with cases related to the Rwandan genocide. In 2007, he became the National Service's director of training, mobilization, and sensitization. Denis is currently pursuing his PhD at the University of Dar es Salaam.
Mr. Bikesha has been very active in organizing training sessions and seminars regarding unity and reconciliation in Rwanda as well as abroad. He has attended various trainings in the field of transitional justice and peacebuilding. He has spent time in the US studying the American judicial system and has traveled to five US states as an international visitor of the US Department of State. He has worked with SIT since 2005, as both a homestay coordinator and lecturer.
Simon is a graduate of Makerere University with a major in political science and a concentration in gender and development. He has worked at the Parliament of Uganda under the International Republican Institute (IRI), which aims to develop political parties and democratization of Uganda. In addition, Simon has worked as the program assistant at RICH Consult Uganda (Right to Improved Child Health) in Amuru and Nwoya districts, where he handled issues of sexual and reproductive health among young people affected by war. He also worked as the district field coordinator of CropLife Uganda in Nwoya District. He has wide-ranging experiences in research and evaluations in cross-cutting issues in northern Uganda. His main areas of interest include economic livelihoods of people in northern Uganda, the elderly and most vulnerable, gender roles, equity, and transformation.
Mr. Habyarimana is an assistant researcher and lecturer at the Center for Conflict Management at the National University of Rwanda. He lectures on conflict transformation as well as civic and peace education. He received his MA in peace education from the United Nations Mandated University for Peace in Costa Rica. After obtaining his BEd in language teaching, Mr. Habyarimana worked for two years as a teacher of English and head of teaching staff. In 2006, he joined the National University of Rwanda as a tutorial assistant in the School for Foundation Language Skills, where he is in charge of teaching English to students ready to commence their university courses.
A Rwandan national, Professor Rutayisire holds a PhD in history from Fribourg University in Switzerland. He lectures at the National University of Rwanda and is director of the university's Center for Conflict Management. His fields of specialization are religion and society as well as conflict transformation and genocide studies. He has published extensively on Rwandan history and has participated in many crucial research projects on topics related to the post-genocide reconstruction of Rwanda.
Bernard Noel Rutikanga obtained a bachelor’s degree and a master's degree from the University of Dar es Salaam, Tanzania, between 1976 and 1980. At the undergraduate level he was trained to teach African history and African literature. His master's degree focused on contemporary African history. He taught for ten years at Dar es Salaam Teachers College before directing a Namibian and South African refugee scholarship program in Tanzania for five years in collaboration with the now-defunct World University Service, Geneva. Mr. Rutikanga has been teaching contemporary Rwandan history at the National University of Rwanda since 1995. He has published on reconciliation and ethnicity in Rwanda. He has also served as a judge in the Gacaca courts (the traditional jurisdiction system that has been trying people for genocide-related crimes committed in Rwanda between 1990 and 1994). In 2000 he was a Fulbright Scholar at Boston College in Massachusetts.
Father Opio received a master of arts and bachelor of arts in philosophy from the Catholic University of Eastern Africa, Nairobi. He also holds a bachelor of arts in theology from Urban University in Rome and a postgraduate diploma in teacher education (PGDE-TE) from Makerere University. He is a registered graduate teacher in Uganda's Ministry of Education and Sports. From 2004 to 2008, Mr. Opio participated in peace and reconciliation activities in northern Uganda. He was an active participant in the Juba peace talks between the Lord's Resistance Army (LRA) and the government of the Republic of Uganda through the mediation of the government of South Sudan and the United Nations. He served as executive director of Caritas Gulu Archdiocese and worked with a team of trained social workers with experience in service delivery during emergency and conflict situations. He is currently pursuing a PhD at Gulu University.
Dr. Lagoro is a lecturer at Gulu University in the Faculty of Medicine. He has a master of medicine (MMed) from Makerere University and holds a certificate in planning and management of health services from the Uganda Management Institute. Dr. Lagoro is a fellow of the Association of Surgeons of East, Central, and Southern Africa. Additionally, he holds a certificate in administrative law from the Law Development Centre and a postgraduate diploma in project planning and management from Gulu University. For his MMed thesis, he conducted research on "Possum Scoring Systems in Patients Undergoing Laparotomy in Mulago Hospital."
Mr. Komakech has been a managing partner of Komakech-Kilama & Co. Advocates in Gulu, Uganda, from January 2001 until the present. He is currently pursuing a master's in peace and conflict transformation studies at Gulu University. He has previously received a postgraduate diploma in conflict management and peace studies from Gulu University, Uganda, and a postgraduate diploma in legal practice from the Law Development Centre in Kampala. He also holds a bachelor's of law degree (Hons.) from Makerere University and an accreditation as a mediator from Regent's College London and Cardiff Law School. He has received training from Cardiff Law School in negotiations, mediation, and other forms of Alternative Dispute Resolution (ADR).
Homestays provided an extraordinary opportunity to interrogate our existing knowledge and continue pursuing the questions that had been started in class.
Shaun Ee, Washington University in St. Louis
The program includes two homestays, one in Kigali, Rwanda, and one in Gulu, Uganda. Both homestays are approximately two weeks in length, depending on programming and national holidays. Living conditions and family size can vary greatly, which prompts comparative conversations among students. Orientation sessions at the beginning and during the duration of the program will help you to overcome and learn from the various cultural challenges you may encounter.
The homestay experience is typically the highlight of students’ immersion in Kigali and Gulu culture. You will have formal program activities during the week and will spend weekends with your host family. You may be invited to participate in cultural events, household chores, and other activities. In addition to learning how to navigate cultural difference, you will have multiple learning opportunities in local markets, with shop keepers, and during other everyday encounters.
The program’s first homestay begins after orientation and takes place in Kigali, Rwanda. Kigali is a modern city where high-rise buildings are interspersed with shanty housing, reflecting its high income inequality. In addition to providing opportunities for cultural immersion, the homestay gives you the opportunity to study community relations, development efforts, local governance, and reconciliation from the perspectives of victims, perpetrators, returnees, and survivors. The homestay experience contributes greatly to the thematic seminar.
Homestays are spread all over Kigali and tend to be with Kigali’s middle class. While there may be exceptions, you should expect to have most modern amenities at the homestay: a TV, flush toilets, and showers. Homestay siblings are likely to be attending one of the modern schools in the city.
Roads are generally well paved and well lit, traffic flows smoothly, and street signs have recently been set up. Plastic packaging is not allowed in Kigali, and you should not pack any plastic bags with your luggage. You will travel to and from school on the public transport system. During working days, you should expect to have your meals at local restaurants in town and close to the SIT office. On weekends, you are encouraged to have your meals at home, depending on the plans you make with your homestay family.
The second homestay begins after orientation and takes place in Gulu, the urban heartland of the Acholi subregion. Gulu town is a bustling northern Ugandan hub with a sizable NGO/expat community, banks, restaurants and hotels, street food, and roadside and evening markets. This homestay provides the setting through which you will explore the Ugandan family structure and how that structure fits into conflict mitigation. You will also learn about the perceptions Ugandans have about conflict and its causes. You will have formal program activities during the week but will spend weekends with your family. You may be invited to participate in cultural events, household chores, and other activities.
Given its relatively small geographical size, Gulu does not operate a public transportation system, so you should expect to get to and from your homestay on foot. The town has a mix of rural and urban characteristics; hence, you may live in a home that has modern amenities such as a flush toilet, indoor shower, and cable TV, or you may live in a home that gets by without these amenities. Family size also varies but is typically large. During the week, you will have about half of your lunches served at the office and the other half at local restaurants in Gulu town. On weekends, you may have your meals at the homestay depending on plans you make with your homestay family.
Program Arrival Date: Jun 14, 2017
Program Departure Date: Jul 27, 2017
The dates listed above are subject to change. Please note that travel to and from the program site may span a period of more than one day.
Student applications to this program will be reviewed on a rolling basis between the opening date and the deadline.
Application Deadline: Apr 1, 2017
SIT Pell Grant Match Award. SIT Study Abroad provides matching grants to all students receiving Federal Pell Grant funding; this award can be applied to any SIT semester program. View all SIT Study Abroad scholarships.
The tuition fee covers the following program components:
The room and board fee covers the following program components:
International Airfare to Program Launch Site
International airline pricing can vary greatly due to the volatility of airline industry pricing, flight availability, and specific flexibility/restrictions on the type of ticket purchased. Students may choose to take advantage of frequent flyer or other airline awards available to them, which could significantly lower their travel costs.
Visa Expenses: $ 50
Books & Supplies: $ 20
International Phone: Each student must have a phone in each country. Cost varies according to personal preferences, phone plans, data plans, etc.
Personal expenses during the program vary based on individual spending habits and budgets. While all meals and accommodations are covered in the room and board fee, incidentals and personal transportation costs differ depending on the non-program-related interests and pursuits of each student. To learn more about personal budgeting, we recommend speaking with alumni who participated in a program in your region. See a full list of our alumni contacts. Please note that free time to pursue non-program-related activities is limited.
Please Note: Fees and additional expenses are based on all known circumstances at the time of calculation. Due to the unique nature of our programs and the economics of host countries, SIT reserves the right to change its fees or additional expenses without notice.