Ubuntu as Policy

Integrating Indigenous Epistemology in Rwanda's Post-Conflict Peace Education Curriculum

Abstract

This policy analysis article examines the integration of the indigenous African philosophy of Ubuntu into Rwanda’s post-genocide peace education curriculum. The central problem addressed is the inadequacy of Western-centric pedagogical models in effectively addressing the unique socio-cultural and psychological needs of post-conflict African societies. The objective is to critically analyse how the principles of Ubuntu—emphasizing interconnectedness, mutual responsibility, and shared humanity—have been operationalized within Rwandan educational policy to foster sustainable reconciliation and social cohesion. The methodology involves a qualitative desk review of key policy documents, including the Rwandan national curriculum frameworks and peacebuilding strategy reports, analysed through the lens of indigenous epistemology. The findings indicate that the pedagogical integration of Ubuntu, through storytelling, community-based learning, and restorative justice practices, has provided a culturally resonant framework for healing and identity reconstruction. This approach has shifted conflict resolution paradigms from punitive measures to communal accountability and collective healing. The article argues that centring indigenous knowledge systems like Ubuntu is not merely an additive measure but a fundamental decolonial imperative for effective peace education in Africa. The significance lies in offering a replicable policy model for other African nations, demonstrating that sustainable peacebuilding is contingent upon the revitalization of endogenous African philosophies within formal education systems.