Statement to the member states of the Great Lakes Region to end the escalation of human rights violations in Eastern Democratic Republic of Congo

Author(s):  
Yvan Yenda Ilunga

For the past two decades, following the Rwandan genocide in 1994, the Great Lakes Region of Africa has become a conflict-ridden zone marked by mass violations of human rights and political instabilities. Part of these instabilities and violence is due to the lack of strong and stable political leadership and institutions in many of the countries in the region. In 1996, the Democratic Republic of Congo (DRC) was plagued by the uprising of the rebel movement called the Alliance des Forces Démocratiques pour la Libération du Congo-Zaïre. This movement was a coalition of Rwanda, Burundi, and Uganda, along with Congolese people. However, the AFDL victory was short-lived since the coalition parties broke up their alliance in 1998, which led to a new cycle of conflict which continued to destabilize the DRC to date with its Eastern provinces being most affected. In addition to conflict within the DRC, political instability and crisis of legitimacy of political leadership in South Sudan, Burundi, and the Central African Republic have also exacerbated the instability in the region. In this chapter, the author argues that peace and stability in the Great Lakes Region of Africa would depend on how best several facets of policies are integrated into one operational framework for peace and stability.


2007 ◽  
Vol 2 (3) ◽  
pp. 176-190 ◽  
Author(s):  
Lyndsay Bird

Two-thirds of the world's conflicts are in Africa. In particular, the Great Lakes region (Rwanda, Burundi, Democratic Republic of Congo, Uganda and Tanzania) continues to see conflicts that are complex, extreme and seemingly intractable. By exploring the narrative experiences of those most affected by the conflicts in the region – specifically refugees from Burundi, the Democratic Republic of Congo and Rwanda living in camps in north-western Tanzania – this article examines to what extent educative processes (holistic formal and informal learning processes) affect people's experience and engagement in violent conflict. The article draws on the author's research that identified different information circuits by which people learned about conflict. In opposition to the common perception that formal schooling effects change, the findings indicated that the primary mechanisms were oral/aural, such as gossip, traditional storytelling and radio. Individual and collective identities were constructed through this process and the research identified how identities could be shifted through different formal and informal educative processes – often through indoctrination or coercion. This article concludes with an indication of alternative strategies for conflict prevention and peacebuilding (particularly within a refugee or similar context). Efforts at peacebuilding continue to falter in the region and this illustrates the need to construct a more inclusive peacemaking process, taking into account the insights and values of those most affected.


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