Members of Parliament have called for age-appropriate approaches to teaching the history of the 1994 Genocide against the Tutsi, warning that some teachers and parents still struggle to explain the subject, leaving young people vulnerable to misinformation and genocide ideology.

The call was made on Friday, July 31, during a knowledge-sharing dialogue organised by the Anti-Genocide Parliamentary Forum (AGPF), which brought together legislators, historians, educators and authors to discuss effective ways of teaching Genocide history to children and young people.

ALSO READ: Teach the young generation about the history of Genocide against the Tutsi

AGPF chairperson Senator Jean Pierre Dusingizemungu said passing on an accurate account of the Genocide against the Tutsi remains one of the strongest tools for preventing genocide ideology, denial and distortion.

"One of the ways to help prevent genocide and combat the denial and trivialisation of the Genocide against the Tutsi is to educate both adults and young people about how it was planned and how it was carried out," he said.

ALSO READ: Mukagasana&039;s new book seeks to teach Genocide history to youth

He noted that genocide history is taught through research, books, public discussions and schools, but acknowledged that challenges remain in ensuring the subject is communicated effectively to younger generations.

Teachers avoiding the subject

Dusingizemungu said AGPF's visits earlier this year to teacher training colleges and universities preparing future history teachers revealed key gaps.

The visits found that some teachers either avoided teaching the Genocide against the Tutsi altogether or addressed it only superficially.

According to him, some feared discussing the subject because members of their families participated in the Genocide, while others continued to struggle with trauma resulting from the atrocities. Others simply lacked sufficient knowledge to teach the topic confidently.

He warned that such gaps create opportunities for Genocide denial and historical distortion, which continue to spread both within the region and internationally.

ALSO READ: New book seeks to explain Genocide history to young Rwandans in school

"We need to learn to tell the harsh truth," Dusingizemungu said, stressing that children who understand the real history become defenders of the truth and are less likely to be manipulated by false narratives.

Authors urged to support teachers

The dialogue highlighted the growing role of authors in producing educational materials that make Genocide history easier for children to understand.

Author Jean Marie Vianney Rurangwa, who recently published a drama-style book explaining the Genocide against the Tutsi to children, said he deliberately chose storytelling because it is more engaging and easier for young readers to follow.

His book follows a fictional survivor family whose parents explain the history of the Genocide against the Tutsi to their children while visiting genocide memorials.

Rurangwa said memorial visits are an essential part of learning because physical evidence helps children better understand what happened.

"Some people think children should not be exposed to such painful history, but seeing the evidence helps them understand the truth and strengthens their commitment to ensuring it never happens again," he said.

He also cautioned against narratives that attempt to legitimise the genocide by citing the shooting down of the plane carrying former President Juvénal Habyarimana, describing such claims as a pretext used to legitimise mass killings.

Calls for more child-friendly materials

Several legislators said existing teaching methods need to evolve to match the way young people learn today.

Senator Hadija Ndangiza Murangwa said the discussion demonstrated the important role authors can play by producing children's books, dramas, cartoons and other simplified educational materials.

She noted that misconceptions surrounding the plane crash remain common among children because many parents and teachers do not explain the issue adequately.

"There is a need for more books and dramas that help children understand the truth," she said.

MP Lydia Mushimiyimana raised concerns about children growing up in families of genocide perpetrators, saying some inherit distorted versions of history that later fuel genocide ideology.

She asked what more could be done to support both learners and teachers facing such situations.

MP Eugène Musolini said the challenge extends beyond Rwanda, noting that some children living abroad are also exposed to genocide denial through family members or online platforms.

He said educational efforts should therefore also target the Rwandan diaspora.

MP Gloriose Sibobugingo called for simpler teaching methods that make lessons easier for teachers to deliver and easier for children to understand.

Meanwhile, MP Sylvie Muyango Mukayiranga urged closer collaboration between Parliament, educators and authors to produce short, engaging educational materials rather than lengthy texts that many children are unlikely to read.

She also encouraged documenting a wider range of experiences to enrich genocide education.

MP Jennifer Wibabara said memorial visits should be accompanied by structured discussions to help children process what they have seen and understand the lessons behind the experience.

Partnership with authors

Dusingizemungu said the success of educational materials depends not only on the content but also on the methodology used to present it.

He said many books on the Genocide against the Tutsi already exist but are rarely read by either teachers or students because they are not designed with younger audiences in mind.

He proposed stronger collaboration between AGPF and authors to develop more practical teaching resources, including making such publications available through Rwandan embassies to support families living abroad.

Dusingizemungu said the forum intends to continue working with authors, educators and other stakeholders to improve how genocide history is taught so that future generations are equipped with factual knowledge and become resilient against genocide ideology, denial and distortion.