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Uganda: Post-Conflict Transformation

Uganda: Post-Conflict Transformation

Examine the human costs of conflict in northern Uganda and the ways local communities are fostering peace, economic development, and sustainable reconciliation.

This program examines the origins of the conflict in northern Uganda; issues of identity construction in the Ugandan context; and ongoing efforts by Ugandans to advance peace, community building, and reconciliation. Students also study the challenges associated with displacement and get a comparative look at conflict during the excursion to neighboring Rwanda.

Major topics of study include:

  • National and ethnic identity
  • Refugees and internally displaced peoples
  • Peace restoration and community building
  • The social and political history of conflicts in Uganda
  • The history of genocide and anatomy of conflict in Rwanda (comparative case study)
 

Live and study in Gulu.

The program is based in the northern Ugandan city of Gulu, commonly referred to as Gulu town. Students live with a host family in Gulu for five weeks while attending lectures, engaging in Acholi language study, and traveling on excursions. In Gulu, students observe the cross-border dynamics between northern Uganda and southern Sudan as well as the work of the UN and other international humanitarian and development NGOs.

GuluFor more than two decades, Gulu was at the epicenter of conflict in northern Uganda. During this period, thousands of Ugandans were displaced from their ancestral land and forced to settle in camps for internally displaced peoples, causing the area's population to swell from 20,000 to around 1,500,000. Thousands of Ugandans became dependent on local and international NGOs and humanitarian agencies such as the UN, the World Food Program, Oxfam, and Caritas for food, shelter, water, and clothing. Following the Juba Peace Talks (2006–2008), which brought safety and stability to the area, many people returned to their villages and have begun recovering from the effects of war by rebuilding their homes and fields, sending their children to school, and receiving psychosocial support.

Students witness the damage the conflict inflicted on property, infrastructure, and the lives of the people. Today, Gulu town is rapidly developing, evident through the city's construction of new residential and commercial buildings, banks, and schools, and its trade with the Republic of South Sudan and the Democratic Republic of the Congo.

Thematic seminar on post-conflict transformation and community building

The program's multidisciplinary thematic seminar is taught by lecturers from Gulu University, Makarere University in Kampala, and other program partners and professionals working in the fields of community building, justice, reconstruction, and development.

Key topics of study include:

  • The social and political history of conflicts in Uganda
  • National and ethnic identity
  • Refugees and internally displaced peoples
  • Peace restoration and community building
  • The history of genocide and anatomy of conflict in Rwanda (comparative case study)

Students discover how grassroots efforts by local organizations continue to play a central factor in addressing the economic, social, and psychological effects of conflict in both Uganda and Rwanda.

Presenting ISPLearn Acholi

Students receive intensive instruction in Acholi, a widely spoken language in northern Uganda, and understood in southern Sudan, eastern Kenya, and western Congo. Classes are taught by native Acholi speakers and are designed to help students become more immersed in the community. Students are able to improve their language skills by speaking with their host families and through interactive assignments.

Language instruction gives students the necessary grounding to use the language in day-to-day interactions as well as a framework for further language study on the ground.

Learn research tools and ethical norms for doing research in a post-conflict environment.

The program's Research Methods and Ethics seminar introduces students to the fundamentals of research design, field methodologies and ethical norms of conducting research in a post-conflict environment. As part of the course, students engage in briefing and de-briefing sessions to process their experiences surrounding the memorial visits.

Complete a research- or practicum-based Independent Study Project.

Students complete a research-based Independent Study Project (ISP) or a practicum-based ISP with a local NGO or association working in the area of peace-building, sustainable reconciliation, or economic development. This option gives students the opportunity to either reflect conceptually through field study on post-conflict achievements and community building in northern Uganda, or the chance to complete a practicum with an educational or human rights institution.

Sample topic areas for the ISP include:
Migration in northern Uganda; peace camp curriculum; national holidays and celebrations as markers of identity development; local perspectives on peace negotiations; print and radio coverage of conflict in Uganda; traditional political structures; economic dimensions of conflict; traditional justice systems; challenges of post-conflict reconstruction; gender and conflict; the politics of conflict memory; counseling and psychosocial support in post-conflict environments.

Possible practicum sites include:
Human Rights Focus; Caritas; Concerned Parents Association; St. Mary’s Hospital Lacor; Invisible Children; Acholi Cultural Institution (Ker Kwaro); Kitgum Youth Center; Straight Talk Foundation; TASO Counseling Center; Gulu Women's Economic Development and Globalization (GWED-G); Gulu Local District Council; The Center for Conflict Resolution in the Great Lakes Region; Norwegian Refugee Council; War Child Canada.

Prerequisites:

Although there are no prerequisites, students should have an understanding of issues related to conflict/genocide theories and exhibit the sensitivity and psychological and emotional maturity required to deal with these difficult and intense subjects. Learning of regional conflict, genocide, and its aftermath not only through lectures but also through field excursions and from those individuals and communities most immediately affected may, at times, be upsetting and difficult to experience.

Access Virtual Library Guide

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.

Contextualizing Conflict in Northern Uganda – syllabus
(AFRS 3000 / 3 credits / 45 class hours)
This multidisciplinary course is designed to offer students the contextual and contemporary circumstances surrounding conflict in Uganda by exploring social, political, economic, cultural, linguistic, and ecological issues. The course examines issues of national and ethnic identity and the role of these constructions in conflict. In addition to the main focus on Northern Uganda, the course provides a comparative approach to conflict in the region. Lectures contextualize the roots and impact of conflict in the Great Lakes region, while an excursion to Rwanda provides the context for a comparative view of post-genocide transformation. Course lecturers include leading Uganda academics and professionals working in the areas of post-conflict transformation, justice, and development.

Post-Conflict Transformation – syllabus
(PEAC 3000 / 3 credits / 45 class hours)
The Post-Conflict Transformation course is multidisciplinary and designed to introduce students to the contemporary circumstances of post-conflict transformation and peace building in Uganda. This course also explores issues of internally displaced people and refugees and analyzes institutional and cultural processes of peace restoration and community building. The course provides a comparative approach to post-conflict transformation in the region and includes an excursion to Rwanda to contrast the post-genocide environment of Kigali with Gulu. Course lecturers include leading Uganda academics and professionals working in the areas of post-conflict transformation, justice, and development.

Acholi – syllabus
(ACHO 1000 / 3 credits/ 45 class hours)
Emphasis on introductory speaking and comprehension skills through classroom and field instruction. Formal instruction is augmented by language practice with host families during the homestay.

Research Methods and Ethics – syllabus
(ANTH 3500 / 3 credits / 45 class hours)
This is a qualitative research design course designed to provide an overview of methodological field study approaches within the local cultural context, affording students the tools necessary to conduct field research in Uganda. The course is designed with three main objectives. First, the course addresses the various methodologies and techniques required to carry out the Independent Study Project (ISP). Issues including ethical considerations, observation strategies, interviewing techniques, and designing and writing a manuscript are discussed to prepare students for the ISP. Second, the course addresses the World Learning/SIT Human Subjects Review process and its role in primary field research. In addition to detailing the processes and parameters of research ethics, the course focuses on issues of Internally Displaced People (IDP) and refugee camps and seeks to reverse the gaze back to the observer so he or she will be more self-conscious of his or her position in such spaces. Lectures and discussions analyze the manner in which these communities are addressing community building and reconciliation with the intention of providing students with tools and techniques to work with people in post-conflict zones. Third, the seminar seeks to address the emotional and psychological impact of working and learning in post-conflict communities. As a result, additional time is allotted to this course to provide students with ample opportunities to be briefed and debriefed for refugee and IDP camp visits, and to allow sessions for students to actively process their experiences.

Independent Study Project – syllabus
(ISPR 3000 / 4 credits / 120 class hours)
Conducted in Gulu or another approved location in Uganda appropriate to the project. Sample topic areas: migration in northern Uganda; peace camp curriculum; national holidays and celebrations as markers of identity development; local perspectives on peace negotiations; print and radio coverage of conflict in Uganda; traditional political structures; economic dimensions of conflict; traditional justice systems; challenges of post-conflict reconstruction; gender and conflict; the politics of conflict memory; counseling and psychosocial support in post-conflict environments. Students complete either a research-based Independent Study Project (ISP) or a practicum-based ISP with a local NGO or association working in the area of peace building, sustainable reconciliation, or post-conflict development. The two ISP options allow students to either reflect conceptually through field study on post-conflict achievements and community building in northern Uganda, or to gain practical experience with a local NGO or community-based association.

Sample research-based ISP topics include: Migration in northern Uganda; peace camp curriculum; national holidays and celebrations as markers of identity development; local perspectives on peace negotiations; print and radio coverage of conflict in Uganda; traditional political structures; economic dimensions of conflict; traditional justice systems; challenges of post-conflict reconstruction; gender and conflict; the politics of conflict memory; counseling and psychosocial support in post-conflict environments.

Sample practicum sites include: Human Rights Focus; Caritas; Concerned Parents Association; St. Mary’s Hospital Lacor; Invisible Children; Acholi Cultural Institution (Ker Kwaro); Kitgum Youth Center; Straight Talk Foundation; TASO Counseling Center; Gulu Women's Economic Development and Globalization (GWED-G); Refugee Law Project; The African Centre for Treatment and Rehabilitation of Torture Victims; Justice and Reconciliation Project; Gulu Local District Council; The Center for Conflict Resolution in the Great Lakes Region; Norwegian Refugee Council; and War Child Canada.

Browse this program's Independent Study Projects / Undergraduate Research.

Please note that in order to take advantage of dynamic learning opportunities, program excursions may occasionally vary.

The program includes field visits to former sites of internally displaced persons (IDPs) in northern Uganda and refugee camps in western Uganda, as well as museums, sites of collective memory, genocide memorials, and organizations working in the areas of community building and transitional justice. Excursions to different areas of Uganda provide a better understanding of the country's ethnic and cultural makeup.

Excursions in Uganda include:

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  • Kitgum Straight Talk Foundation, Orom. The Kitgum Straight Talk Foundation is devoted to educating adolescents on growing up and staying safe, reproductive health issues, life skills, and sexuality. Students visit former internally displaced people (IDPs) who have since returned home, talk to youth leaders and community members, and practice interviewing skills.
  • Baker's Fort. Baker's Fort was involved in the slave trade. The fort was captured by Sir Samuel Baker who established a garrison to fight slavery and the slave trade in the years 1872–1888. The visit to Baker's Fort gives students insight into northern Uganda's history and triggers discussions about the role of memorial sites.
  • Invisible Children. Students learn about the unique model developed by Invisible Children in an effort to end the conflict in northern Uganda through a focus on the Lord’s Resistance Army (LRA). The model includes four distinct, yet integrated, components: media, mobilization, protection, and recovery.
  • Gulu Support the Children Organization (GUSCO). Students learn about efforts towards reintegration of war victims, particularly children.
  • Young African Refugees for Integral Development (YARID). A local organization that advocates for the rights of young urban refugees through various education programs, including English lessons, business skills training, and social support. 
  • Nakivale Refugee Camp. A camp housing over nine nationalities including refugees from Rwanda, Somalia, Sudan, Congo-DRC, Ethiopia, Eritrea, Burundi, and France.  
  • Buganda Parliament, Kampala. The main seat of the traditional kingdom of Buganda, where the Lukiiko (legislature) meets to deliberate on matters that concern the kingdom.
  • Uganda Museum. At the museum, students learn about the history of Uganda and view various artifacts that relate to and demonstrate Uganda’s cultural diversity.
  • Murchison Falls National Park. Students are able to spot wildlife on an early morning game drive through this national park. A boat trip on the Nile and a hike to the top of the surrounding hills reveal beautiful views of a stunning waterfall.

Nine-day excursion to Rwanda

Murambi MemorialThe program's excursion to Rwanda gives students the opportunity to study post-genocide restoration and to consider peacebuilding in a different context while learning about post-conflict transformation in the broader Great Lakes region. Through lectures by Rwandan academics and visits to memorial sites in Kigali, students come face to face with the stark reality of the genocide as well as post-genocide efforts to rebuild lives and communities. Students are able to observe and learn from Rwandans' processes of remembering and forgetting and strategies of denial and redress. While in the region, students also visit the following sites:

  • Gisozi Genocide Memorial and Information Center. Informative memorial site with a mass grave outside, a peace garden for reflection, and a comprehensive exhibition on the Rwandan genocide and other genocides of the twentieth century.
  • Nyamata and Ntarama genocide memorial sites. Two Catholic churches outside Kigali where massacres of the Tutsis took place in 1994. Students learn about the role of the Church in the genocide.
  • Travaux d'Interest General (TIG) community service programs. A government project that allows suspected criminals who confessed their atrocities in the 1994 Rwanda genocide the chance to serve their sentences outside prison. Students visit a TIG program to meet génocidaires who are serving their sentence through community service, after undergoing the Gacaca process of truth, justice, and reconciliation.
  • Murambi Genocide Memorial. A technical school where 50,000 Tutsi were killed. 
  • National Museum Butare. Rwandan history and culture museum.
  • Nyanza Palace. Palace of the last king of Rwanda.
  • Habyarimana's Residence. The residence of the former Rwandan president Habyarimana, whose plane was shot down in 1994, killing all aboard and sparking the Rwandan genocide.
  • Ubutwari Bwo Kubaho. A group of widows and wives of perpetrators working together to forge meaningful reconciliation at the community level in Karama sector, Butare.
  • Rwanda Governance Board (RGB). Students visit the Rwanda Governance Board to learn about Rwanda’s growth and development and its challenges and opportunities. 

Martha Nalubega Wandera, MA, Academic Director

Martha Nalubega Martha Nalubega Wandera has worked for SIT since 2002. She became an academic director in 2007. She holds an MA in peace and conflict studies from Makerere University in Kampala; a BA in social sciences, with concentrations in social administration and sociology, also from Makerere University; a diploma in business education from Kyambogo University; a postgraduate certificate in research methods and writing skills from the Center for Basic Research in Kampala; and a postgraduate certificate in entrepreneurship, innovation, and social change at the UPEACE Center for Executive Education in Costa Rica.

Ms. Wandera’s academic interests include peace and conflict studies, business education, rural development, research methods and ethics, gender, and cross-cultural education. She has experience in designing curricula, facilitating cross-cultural learning, providing student services, and conducting program review and evaluation.

Prior to joining SIT, she taught business education in several high schools in Uganda. As a Ugandan, Ms. Wandera brings a personal understanding of the country’s current social, political, and economic situation to her scholarly commitments. Her years of professional experience have provided her with the opportunity to develop relationships with diverse partners, including university professors, nongovernmental organizations, homestay families, and a variety of service providers. As a member of the Uganda Women’s Entrepreneurship Association Limited (UWEAL), Ms. Wandera has further strengthened her connections with the business sector in Uganda. Over the past few years, she has served as academic director of SIT’s Uganda: Microfinance and Entrepreneurship program and the Uganda: Development Studies program.

Ms. Wandera enjoys working with young people as she helps prepare them to become effective intercultural leaders and global citizens.

Pauline Laker, Homestay Coordinator

Pauline Laker Pauline Laker joined SIT Study Abroad as the Gulu homestay coordinator in spring 2014. She holds a BA in social sciences from Makerere University, with a focus on psychology and social administration, and a postgraduate diploma in project planning and management from Uganda Management Institute (UMI). Over the past seven years, Pauline has worked on sudden-onset emergencies and developmental projects in the districts of Northern Uganda. Her areas of expertise include planning, managing, and evaluating multi-sectored projects in the fields of community development, health, education, gender-based violence, disability, livelihoods, and disaster risk reduction for displaced, returning, and settled communities. She has partnered with several stakeholders such as local authorities, NGOs, and microfinance institutions to harmonize approaches to the aforementioned projects. Pauline also worked with American Refugee Committee International (ARC) and Handicap International where she gained skills in counseling and guidance, case management and follow-up, and people and project management. She gets along easily with people and is a good listener. Her people skills and knowledge of the Gulu community make her an ideal homestay coordinator. She loves to support students and families as they get to know and learn from each other.

Meddie Osundwa, Program Assistant

Meddie Osundwa is a social scientist and author of a book titled Socio-economic Development: The Community Based NGOs Perspective. He holds a master’s in development studies from Uganda Martyrs University and a bachelor’s in political science and social administration from Makerere University. He is currently engaged in research, project development, and proposal writing for NGOs in Namayingo district in Eastern Uganda. He also worked with Goal – Uganda, an Irish international humanitarian organization in Eastern Uganda as a Behaviour Change Field Officer on HIV/AIDS in Bugiri district. Meddie has taught development economics and African history at Zana Mixed Secondary School in Kampala. His current areas of interest include NGOs and development, environment and sustainable development, gender and development, and African politics and governance. He has previously worked with SIT’s Uganda Development Studies program in Kampala as a student services coordinator and resource center associate. In spring 2013 Meddie joined the Uganda: Post-Conflict Transformation Program in Gulu as a program assistant in charge of academics.

Simon Oola, Program Assistant

Simon is a social scientist from 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 the 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. He is currently program assistant in charge of student affairs at SIT Gulu.

Lecturers for the program are drawn from institutions such as:

  • Gulu University - Gulu, Uganda
  • Makerere University - Kampala, Uganda
  • Gulu Local Government
  • Refugee Law Project
  • National University of Rwanda - Butare
  • Rwanda Governance Board
  • Ministry of Refugees and Disaster Management
  • National Unity and Reconciliation Commission - Kigali
  • Rwanda Governance Advisory Council - Kigali

Lecturers for this program include:

Okema Lazech Santos, Lecturer on Acholi Culture, Pre-Conflict to Post-Conflict Era and Folklore, Storytelling, and Conflict Resolution and Management in Acholi

Santos is a human rights defender, conflict mediator, and peace builder. He holds a master’s in human rights from Makerere University, a bachelor’s of education from Makerere University and a diploma in education from Kyambogo University. He is currently the programs coordinator of Ker Kwaro Acholi, the Acholi cultural institution. Previously, Santos worked in different capacities for the Ugandan government and at the Human Rights Commission as a human rights trainer and monitor in charge of war-affected Internally Displaced Persons. He has been part of the peace and conflict mitigation team in the Great Lakes region, and has represented the Acholi cultural institution in various conflict resolution processes. He joined SIT in the spring of 2009 and is a regular ISP advisor on the program.

Daniel Komakech, Lecturer on The Political History of Conflict in Uganda; Colonialism, Ethnicity, and Patrimonialism; and Nature of Wars and Armed Conflict in Northern Uganda

Daniel is an African political philosopher and author of Political Economy of Ethics: Values and Valuation in Contemporary Africa published by the International Development Ethics Association. He is a PhD candidate in philosophy at Makerere University. He holds an MA in philosophy and a BA in philosophy and political science from Makerere University. He is currently working on a book titled Global Human Rights Field: Building an African Hermeneutics and Social Reconstruction. He is a senior fellow with the University for Peace, Africa, program and is the current chair of the Uganda Institute for Human Rights as well as the chair of Frankfurt International Research Center, Gulu. Daniel teaches philosophy and human rights at Gulu University, Makerere University, and Mbarara University of Science and Technology. He is the head of African studies and the director of the Institute of Peace and Strategic Studies at Gulu University. His areas of expertise include African political philosophy, critical theory, governance and human rights, and ethics: pure and applied. Daniel joined SIT in fall 2012.

Rosalba Oywa, Lecturer on Conflict Theory and Peace Building and The Role of Women in Peacebuilding

Rosalba is a human rights defender and activist with civil society in Northern Uganda. She is a secondary school teacher by profession, though her career was disrupted by the long conflict in Northern Uganda. She previously worked as the executive director of the Agency for Cooperation and Research in Development. She is credited for being part of the team that developed the curriculum for the Peace and Conflict and Strategic Studies Institute of Gulu University at its inception. She was also part of the 2006 Juba peace talks as a female observer between the government of Uganda and the Lord’s Resistance Army. She was instrumental in pushing for the 1994 peace talks and in working together with Mrs. Betty Bigombe, the then-minister for pacification of the north. Rosalba has done a number of studies on gender and conflict and peace building. She joined SIT in the spring of 2011.

Dr. Paul Omach, Lecturer on International Dimensions of Conflicts in Uganda and Recovery, Rehabilitation, and Reconstruction in Northern Uganda: Implications for Sustainable Development

Dr. Paul Omach holds a PhD in conflict studies from the University of the Witwatersrand (South Africa) and an MPhil from the University of Cambridge. He is a senior lecturer of political science and public administration at Makerere University. His research interests include peace and conflict studies, security studies, and state and international relations in Africa. He is the author of “The African Crisis Response Initiative: Domestic Politics and Convergence of National Interests” in African Affairs 2000; “Making the State Relevant: the Politics of State Reconstruction in Uganda” in Beyond State Failure and Collapse: Making the State Relevant in Africa, edited by George Klay Kiey, (Lanham, MD: Lexington Books, 2007); and “Democratization and Conflict Resolution in Uganda” in Les Cahiers 41 (2009). Dr. Omach joined SIT in fall 2012.

Stephen Oola, Lecturer on Transitional Justice and the ICC in Northern Uganda

Stephen Oola heads the research and advocacy department at the Refugee Law Project, School of Law, Makerere University. He is also coordinator of the Advisory Consortium on Conflict Sensitivity (ACCS), funded by the Department for International Development (UK). He holds an MA in international peace studies from University of Notre Dame (USA) and a law degree from Makerere University. He also holds a postgraduate diploma in legal practice from the Law Development Centre–Kampala and a postgraduate diploma in conflict management and peace studies (PGC) from Gulu University. Oola is an advocate of the High Court of Uganda. His research interests include forced migration, governance, human rights, transitional justice, and peace building. Mr. Oola joined SIT in 2013.

Rt. Rev. MacBaker Ochola II, Lecturer on The Experience of the Northern Conflict, The Role of Acholi Religious Leaders (ARLPI) in the Conflict Resolution Process, and Forgiveness and Reconciliation in Post-Conflict Northern Uganda

Reverend Ochola is the retired bishop of Kitgum Diocese (Anglican) in northern Uganda. In 1997, his wife Winifred was tragically killed by a landmine allegedly planted by the Lord's Resistance Army. Following her death, he decided to dedicate his life working toward peace. He holds a bachelor of theology from Emmanuel and St. Chad College, University of Saskatchewan, in Saskatoon, Canada. He served as an active participant in the Juba peace talks as peace observer and consultant on behalf of the Acholi Religious Leaders Peace Initiative. He was appointed chairman of the mediation between the Pajong and Pobec clans of Mucwini, Chua County, by the Local Government of Kitgum District in January 2008. He has been involved in the mediation process between various groups including the Jie tribe of Karamoja and Acholi; the people of Teso and Bokora and Pian tribes of Karamoja in 2002–2004; and the Lango and Acholi, following the massacres at Barlonyo in Lira District in 2004–2005.

Nicholas Opiyo, Lecturer on Challenges to Integration after Amnesty in Northern Uganda and Religion, Culture, and Conflict Management and Resolution

Nicholas is a lawyer and member of several human rights initiatives in Uganda, which include the Coalition Against Torture and the Police Accountability Project of Human Rights Network Uganda. Nicholas previously worked as a policy and advocacy officer with the Foundation for Human Rights Initiatives where he focused on research, treaty reporting, and advocacy. He has also worked for the International Criminal Court and the Gulu District Land Tribunal and has taught law at the Center for Conflict Management and Peace Studies at Gulu University. His major achievements include being part of the national consultation lead team of the Juba peace talks on drafting the Prevention of Torture Bill 2009, establishing the Right to Health Unit of the Uganda Human Rights Commission, drafting the guidelines on demonstration for the Uganda Human Rights Commission, and forming the Independent Development Fund Uganda. He is a human rights consultant with Akijul consultancy in Kampala. Nicholas joined SIT in 2012.

Bernard Noel Rutikanga, Lecturer on Rwandan Identity Politics and Political Developments Pre-Genocide and The Role of the Media before, during, and after the Rwanda Genocide

Bernard Noel Rutikanga obtained a BA and MA from the University of Dar es Salaam, Tanzania. 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’s 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 gacaca judge (the traditional jurisdiction system that has been trying genocide related crimes committed in Rwanda between 1990 and 1994). In 2000, he was a Fulbright scholar at Boston College in Massachusetts.

Pastor Antoine Rutayisire, Lecturer on The Role of Religion during Genocide and Post-Genocide Rwanda

Pastor Antoine Rutayisire is the current Rwandan team leader of African Enterprise, an organization that is committed to bringing healing, reconciliation, strength, and renewal back to the disillusioned and devastated Rwandan church and nation. Prior to his current position he was a lecturer at the Rwanda National University (1983–1990) and later worked as Rwanda national secretary for International Fellowship of Evangelical Students–IFES (1990–1994). Since 1999, he served as a commissioner on the National Unity and Reconciliation Commission, in charge of drafting and supervising the implementation of the national policy for reconciliation in Rwanda. From 1992 to 1994, Pastor Antoine served as secretary of the African Enterprise–Rwanda Board before becoming team leader after the Tutsi Genocide of 1994. Pastor Antoine holds an MA in applied linguistics (UK, North Wales, 1985–86) and an MA in modern literature and curriculum development from the National University of Rwanda. Pastor Antoine joined SIT in 2013.

HomestayStudents live with a Ugandan host family for four weeks in Gulu. The homestay helps students become more immersed in local social and cultural dynamics and gives them a unique inside perspective of life in a post-conflict environment. Living with a family also gives students the chance to observe and learn from Ugandans' processes of dealing with post-conflict trauma and post-conflict reconstruction. The homestay experience is an excellent opportunity for students to improve their Acholi language skills. Some students choose to live with their host families during the ISP period.

Homestay families are typically middle class and work in a variety of capacities including for the government and NGOs. Host families are selected and approved by the program's homestay coordinator and academic director. Homes have basic essentials such as a bathroom and toilet.

Students also spend one week with a rural homestay near Kitgum, Uganda. During this time, students have the opportunity for day-to-day rural experiences as they practice their rapid rural appraisal (RRA) and participatory rural appraisal (PRA) research methods.

During the excursions throughout Uganda and to Rwanda, students stay in hostels, guest houses, or small hotels.

Program Dates: Spring 2015

Program Start Date:  Feb 1, 2015

Program End Date:    May 16, 2015

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:   Nov 1, 2014

 

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.

Tuition: $14,760

The tuition fee covers the following program components:

  • Cost of all lecturers who provide instruction to students in
    • Contextualizing Conflict in Northern Uganda
    • Post-Conflict Transformation
    • Research Methods and Ethics
    • Intensive Language Study: Acholi
  • All educational excursions to locations in Gulu and elsewhere in Uganda and throughout Rwanda, including all related travel costs
  • Independent Study Project (including a stipend for accommodation and food)
  • Health insurance throughout the entire program period

Room & Board:$2,550

The room and board fee covers the following program components:

  • All accommodations during the entire program period. This includes during orientation, time in the program base (Gulu), on all excursions (in Uganda and Rwanda), during the Independent Study Project, and during the final evaluation period. Accommodation is covered either by SIT Study Abroad directly, through a stipend provided to each student, or through the homestay.
  • All homestays (four weeks in Gulu and one in Kitgum)
  • All meals for the entire program period. Meals are covered either by SIT Study Abroad directly, through a stipend, or through the homestay.

Estimated Additional Costs:

International Airfare

International airfares 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:$100

Immunizations varies

Books & Supplies :$150

Discretionary Expenses

Personal expenses during a semester abroad 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.

 

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SIT was founded as the School for International Training and has been known as SIT Study Abroad and SIT Graduate Institute since 2007. SIT is accredited by the New England Association of Schools and Colleges, Inc. (NEASC) through its Commission on Institutions of Higher Education

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