Discursive and Processual Socialization of the Mass into Acts of Violence: the Case of Rwandan Genocide

This article analyses discursive and processual socialization of the masses into acts of violence during the Rwandan genocide of 1 994. The discursive aspects of the socialization include discourses of dehumanization, ethnic extremism and the dynamics of public socialization into violence and other acts of savagery. The processual dimension of the socialization refers to the violentization process. The article tries to show that the discursive and the processual aspects of socialization reinforced each other. It analyses the ideological and linguistic mechanisms mobilized in Rwanda to foment hatred and whip the masses into atrocities. The article, in addition, tries to explain the genocide through diverse social psychological theories and illustrate the interaction between the leaders\u27 political agitation of the masses towards extermination and the perpetrators\u27 action on the ground. The article argues that no single theory can fully explain the incomprehensible genocide since it was the result of a complex intermarriage between social, ideological and moral forces. It also examines the role of cultural and linguistic resources in the violentization process. On the basis of the analysis, the article recommends what should be done to prevent similar atrocities in Africa

Which One is Better: Saying Student Teachers Don\u27t Reflect or Systematically Unlocking Their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia

This paper is informed by Deweyean pragmatism, critical pedagogy, Marxist humanism and social constructivism, all of which see teacher professional learning as a process of constructing knowledge and identity through critical interdependence. In addition to presenting the philosophical root of the reflective approach to teaching and the structure for engaging student teachers in reflective processes, I present the outcome of my own and my colleagues’ attempts to unlock the reflective potentials of student teachers at a poor teacher education faculty in Ethiopia and a theoretical/methodological framework to deal with the reflective data. I hope that teacher educators who work with student teachers in the practicum can benefit from the experience presented in the paper. The implication of the paper for teacher educators is that before they complain that student teaches are unreflective, they should set clear objectives and expectations for themselves as well as their student teachers and supply their student teachers with methods of structuring and evaluating their reflections. They also need to be careful and flexible when they employ theoretical frameworks proposed by some teacher educators to identify, structure and determine the reflective levels of what their student teachers write

The negative cultural impact of tourism and its implication on sustainable development in Amhara Regional State

AbstractTourism is a modern and growing industry that has a high impact on human life. The interface between culture and tourism is immense, and they have both negative and positive outcomes for one another. Studying the impact of tourism on culture has become a hot topic of discussion among concerned scholars. If it is managed properly, it contributes to the preservation and enhancement of cultural diversity and sensitivity. Otherwise, it can destroy the cultures of destination communities. The Amhara region is known for both tangible and intangible cultural heritage, which has been the source of tourists’ attractions. The purpose of this research is to assess communities’ perceptions of the negative cultural impact of tourism on destinations. A mixed-methods research approach, predominantly qualitative research, was used. The findings indicate that tourism has contributed to the commoditization of the culture of society, the erosion of the local communities’ socio-cultural assets, and the production of inauthentic products. Even importing alien cultural products from abroad in mass and presenting them to tourists were identified as negative outcomes. Thus, it informs us that the concerned stakeholders have to take responsibility to minimise its negative impact, which in turn enhances the positive outcome