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A Comparison of Ethnic Policies in Rwanda and Tanzania
- 1 The High School Affiliated to Renmin University of China
* Author to whom correspondence should be addressed.
Abstract
Ethnic construction is a historical phenomenon and process, generally involving two main directions: assimilation, integration, and unity among ethnic groups, and differentiation, separation, and diversification. Typically, these directions alternate and may coexist during certain historical stages. Tanzania and Rwanda are both multi-ethnic countries, but their ethnic relations could not be more different. The former, with more than 120 ethnic groups, is basically in harmony, while the latter has erupted into large-scale ethnic conflicts. Rwanda and Tanzania exhibit significant differences in their processes of ethnic construction, influenced by factors such as colonial rule and ethnic policies. The composition of ethnic groups and interethnic relations in these countries demonstrate distinct characteristics. This study aims to compare the ethnic composition and ethnic policies of Rwanda and Tanzania, elucidating the shaping role of ethnic policies on interethnic relations and exploring practical pathways towards ethnic integration and coexistence. This paper mainly analyses the process and relationship of ethnic construction in Rwanda and Tanzania through literature and data analysis. This paper finds that whether the relationship between ethnic groups is harmonious mainly depends on whether the government can gradually eliminate ethnic barriers and strengthen ethnic identity while respecting history, rather than ignoring or even strengthening the contradictions between ethnic groups.
Keywords
Rwanda, Tanzania, Rwandan genocide, nation, ethnic policies
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Cite this article
Wang,Z. (2023). A Comparison of Ethnic Policies in Rwanda and Tanzania. Communications in Humanities Research,11,308-314.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
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Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries
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