Book
Book Cover © Timothy P. Williams
Russell, S. Garnett. 2020. Becoming Rwandan: Education, Reconciliation, and the Making of a Post-Genocide Citizen. Rutgers, New Jersey: Rutgers University Press.
Description: In the aftermath of the genocide, the Rwandan government has attempted to use the education system in order to sustain peace and shape a new generation of Rwandans. Their hope is to create a generation focused on a unified and patriotic future rather than the ethnically divisive past. Yet, the government’s efforts to manipulate global models around citizenship, human rights, and reconciliation to serve its national goals have had mixed results, with new tensions emerging across social groups. Becoming Rwandan argues that although the Rwandan government utilizes global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the intention of the government, resulting in unintended consequences and undermining a sustainable peace.
- Reviewed in the International Journal of Human Rights Education, Human Rights Education Review, Current Issues in Comparative Education, Journal of Human Rights, Journal for Education in Emergencies
Description: In the aftermath of the genocide, the Rwandan government has attempted to use the education system in order to sustain peace and shape a new generation of Rwandans. Their hope is to create a generation focused on a unified and patriotic future rather than the ethnically divisive past. Yet, the government’s efforts to manipulate global models around citizenship, human rights, and reconciliation to serve its national goals have had mixed results, with new tensions emerging across social groups. Becoming Rwandan argues that although the Rwandan government utilizes global discourses in national policy documents, the way in which teachers and students engage with these global models distorts the intention of the government, resulting in unintended consequences and undermining a sustainable peace.
Peer-Reviewed Journal Articles
*Denotes current and former students
Fabo, Camille* and S. Garnett Russell. 2025. “Bilingualism, Conflicts and Language ideologies in Education policies: The Case of Cameroon.” Comparative Education Review.
Russell, S. Garnett, Diana Rodríguez-Gómez,* and Paula Mantilla-Blanco.* 2025. “Beyond the Binary: An Expanded Approach to Education for Urban Refugees within a Migratory Ecosystem in Ecuador.” International Migration Review.
Salmon-Letelier, Marlana* and S. Garnett Russell. 2025. “Schools as Sites of Social Reproduction: Student Interactions in Diverse Secondary Schools in Nigeria.” Journal for Education in Emergencies 10(1).
Russell, S. Garnett, Paula Mantilla-Blanco,* and Daniela Romero-Amaya,* Tatiana Cordero-Romero.* 2024. “Education and Transitional Justice: Como, Para, y Sobre.” International Journal of Transitional Justice.
Russell, S. Garnett, Camille Fabo,* Victoria Jones,* and Arnela Colic.* 2024. “Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York.” Social Sciences 13(11).
Russell, S. Garnett and Paula Mantilla-Blanco.* 2022. “Belonging and Not Belonging: The Case of Newcomers in Diverse U.S. Schools.” American Journal of Education 128(4).
Rodríguez-Gómez, Diana* and S. Garnett Russell. 2021. “Human Rights Violations through Structural Violence: A Case Study of Human Rights Education in New York City.” American Educational Research Journal 59(1): 38-72.
Russell, S. Garnett, Lydia Namatende Sakwa,* and Sarah Lewinger.* 2021. “The Representation of Women in History Textbooks: Rwanda, Kenya, and Uganda.” Feminist Formations 33(2): 233-261.
Russell, S. Garnett, Elizabeth Buckner, and Sarah Horsch.* 2020. “The Diffusion of Global Discourses: the Case of Educating Refugees.” British Journal of Sociology of Education 41(7): 992-1012.
Salmon-Letelier, Marlana* and S. Garnett Russell. 2020. “Building Tolerance through Human Rights Education (HRE): The Missing Link.” Education, Citizenship, and Social Justice 17(1): 35-53.
Horsch, Sarah* and S. Garnett Russell. 2020. “Exploring the Enforceability of Refugees’ Right to Education: A Comparative Analysis of Human Rights Treaties.” Journal on Education in Emergencies 5(2): 10-39.
Lewinger, Sarah* and S. Garnett Russell. 2019. “Embodied Experiences of Abstinence-Only Education: A Case Study of Women in Uganda.” Gender and Education 33(1): 898-913.
Russell, S. Garnett, Sandra Sirota,* and Kayum Ahmed.* 2019. “Human Rights Education in South African Textbooks: Ideological Shifts and Curricular Reforms.” Comparative Education Review 63(1): 1-27.
Russell, S. Garnett. 2018. “Between the Global and the Local: Human Rights Discourse and Engagement in Two New York City High Schools.” Harvard Education Review 88(4): 565-592.
Russell, S. Garnett. 2018. "Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Post-Genocide Rwanda." Comparative Education Review 62(3): 385-408.
Russell, S. Garnett, Julia Lerch, and Christine Min Wotipka. 2018. “The Making of a Human Rights Issue: A Cross National Analysis of Gender-Based Violence in Schools Textbooks, 1950-2011.” Gender & Society 32(5): 713-738.
Russell, S. Garnett and Prudence L. Carter. 2018. “When the Past is in the Present: Unintended Consequences of Non-racialization/De-ethnicization in South Africa and Rwanda.” Sociology of Race and Ethnicity 5(4), 547–561.
Lerch, Julia, S. Garnett Russell, and Francisco Ramirez. 2017. “Wither the Nation-State? A Comparative Analysis of Nationalism in Textbooks.” Social Forces 96(1): 153-180.
Russell, Susan Garnett and Laura Quaynor. 2017. “Constructing Citizenship in Post-Conflict Contexts: The Cases of Rwanda and Liberia.” Globalisation, Societies and Education 15(2): 248-270.
Russell, Susan Garnett. 2016. “Constructing Gender in Education: Evidence from Post-Genocide Rwanda.” Comparative Education 52(4): 495-515.
Russell, Susan Garnett, Sanaya Lim, Paul Kim, and Sophie Morse. 2016. “The Legacy of Gender-Based Violence and HIV/AIDS in the Post-Genocide Era: Stories from Women in Rwanda.” Health Care for Women International 37(7): 1-23.
Russell, Susan Garnett. 2015. “Global Civil Society and Education Policy in Post-Genocide Rwanda.” International Sociology 30(6): 599-618.
Russell, Susan Garnett and Dijana Tiplic. 2014. “Rights-Based Education and Conflict: A Cross-National Study of Rights Discourse in Textbooks.” Compare: A Journal of Comparative and International Education 44(3): 314-334.
Buckner, Elizabeth and Susan Garnett Russell. 2013. “Portraying the Global: Cross-National Trends in Textbooks’ Portrayal of Globalization and Global Citizenship.” International Studies Quarterly 57(4): 738-750.
Bromley, Patricia and Susan Garnett Russell. 2010. “The Holocaust as History and Human Rights: Holocaust Education in Social Science Textbooks, 1970-2008.” Prospects: UNESCO’s Quarterly Review of Comparative Education 40(1): 153-173.
Ramírez, Francisco O., Patricia Bromley, and Susan Garnett Russell. 2009. “The Valorization of Humanity and Diversity.” Multicultural Education Review 1(1): 29-54.
Fabo, Camille* and S. Garnett Russell. 2025. “Bilingualism, Conflicts and Language ideologies in Education policies: The Case of Cameroon.” Comparative Education Review.
Russell, S. Garnett, Diana Rodríguez-Gómez,* and Paula Mantilla-Blanco.* 2025. “Beyond the Binary: An Expanded Approach to Education for Urban Refugees within a Migratory Ecosystem in Ecuador.” International Migration Review.
Salmon-Letelier, Marlana* and S. Garnett Russell. 2025. “Schools as Sites of Social Reproduction: Student Interactions in Diverse Secondary Schools in Nigeria.” Journal for Education in Emergencies 10(1).
Russell, S. Garnett, Paula Mantilla-Blanco,* and Daniela Romero-Amaya,* Tatiana Cordero-Romero.* 2024. “Education and Transitional Justice: Como, Para, y Sobre.” International Journal of Transitional Justice.
Russell, S. Garnett, Camille Fabo,* Victoria Jones,* and Arnela Colic.* 2024. “Language Policies and Ideologies for Socialization and Identity-Building in U.S. Schools: The Case of Newcomer and Refugee Students in Arizona and New York.” Social Sciences 13(11).
Russell, S. Garnett and Paula Mantilla-Blanco.* 2022. “Belonging and Not Belonging: The Case of Newcomers in Diverse U.S. Schools.” American Journal of Education 128(4).
Rodríguez-Gómez, Diana* and S. Garnett Russell. 2021. “Human Rights Violations through Structural Violence: A Case Study of Human Rights Education in New York City.” American Educational Research Journal 59(1): 38-72.
Russell, S. Garnett, Lydia Namatende Sakwa,* and Sarah Lewinger.* 2021. “The Representation of Women in History Textbooks: Rwanda, Kenya, and Uganda.” Feminist Formations 33(2): 233-261.
Russell, S. Garnett, Elizabeth Buckner, and Sarah Horsch.* 2020. “The Diffusion of Global Discourses: the Case of Educating Refugees.” British Journal of Sociology of Education 41(7): 992-1012.
Salmon-Letelier, Marlana* and S. Garnett Russell. 2020. “Building Tolerance through Human Rights Education (HRE): The Missing Link.” Education, Citizenship, and Social Justice 17(1): 35-53.
Horsch, Sarah* and S. Garnett Russell. 2020. “Exploring the Enforceability of Refugees’ Right to Education: A Comparative Analysis of Human Rights Treaties.” Journal on Education in Emergencies 5(2): 10-39.
Lewinger, Sarah* and S. Garnett Russell. 2019. “Embodied Experiences of Abstinence-Only Education: A Case Study of Women in Uganda.” Gender and Education 33(1): 898-913.
Russell, S. Garnett, Sandra Sirota,* and Kayum Ahmed.* 2019. “Human Rights Education in South African Textbooks: Ideological Shifts and Curricular Reforms.” Comparative Education Review 63(1): 1-27.
Russell, S. Garnett. 2018. “Between the Global and the Local: Human Rights Discourse and Engagement in Two New York City High Schools.” Harvard Education Review 88(4): 565-592.
Russell, S. Garnett. 2018. "Global Discourses and Local Practices: Teaching Citizenship and Human Rights in Post-Genocide Rwanda." Comparative Education Review 62(3): 385-408.
Russell, S. Garnett, Julia Lerch, and Christine Min Wotipka. 2018. “The Making of a Human Rights Issue: A Cross National Analysis of Gender-Based Violence in Schools Textbooks, 1950-2011.” Gender & Society 32(5): 713-738.
Russell, S. Garnett and Prudence L. Carter. 2018. “When the Past is in the Present: Unintended Consequences of Non-racialization/De-ethnicization in South Africa and Rwanda.” Sociology of Race and Ethnicity 5(4), 547–561.
Lerch, Julia, S. Garnett Russell, and Francisco Ramirez. 2017. “Wither the Nation-State? A Comparative Analysis of Nationalism in Textbooks.” Social Forces 96(1): 153-180.
Russell, Susan Garnett and Laura Quaynor. 2017. “Constructing Citizenship in Post-Conflict Contexts: The Cases of Rwanda and Liberia.” Globalisation, Societies and Education 15(2): 248-270.
- Judith Torney-Purta Outstanding Paper Award for New Scholars. Citizenship and Democratic Education Special Interest Group, Comparative and International Education Society
Russell, Susan Garnett. 2016. “Constructing Gender in Education: Evidence from Post-Genocide Rwanda.” Comparative Education 52(4): 495-515.
Russell, Susan Garnett, Sanaya Lim, Paul Kim, and Sophie Morse. 2016. “The Legacy of Gender-Based Violence and HIV/AIDS in the Post-Genocide Era: Stories from Women in Rwanda.” Health Care for Women International 37(7): 1-23.
Russell, Susan Garnett. 2015. “Global Civil Society and Education Policy in Post-Genocide Rwanda.” International Sociology 30(6): 599-618.
Russell, Susan Garnett and Dijana Tiplic. 2014. “Rights-Based Education and Conflict: A Cross-National Study of Rights Discourse in Textbooks.” Compare: A Journal of Comparative and International Education 44(3): 314-334.
Buckner, Elizabeth and Susan Garnett Russell. 2013. “Portraying the Global: Cross-National Trends in Textbooks’ Portrayal of Globalization and Global Citizenship.” International Studies Quarterly 57(4): 738-750.
Bromley, Patricia and Susan Garnett Russell. 2010. “The Holocaust as History and Human Rights: Holocaust Education in Social Science Textbooks, 1970-2008.” Prospects: UNESCO’s Quarterly Review of Comparative Education 40(1): 153-173.
- Award for 2011 Best Publication by a Graduate Student American Sociological Association, Section on Global and Transnational Sociology
- Reprinted in: Gross and Stevick (eds.) 2015. As the Witnesses Fall Silent: 21st Century Holocaust Education in Curriculum, Policy and Practice. Springer International. pp. 288-320.
- Featured in UNESCO’s 2016 Global Education Monitoring Report “Education for People and Planet: Creating Sustainable Futures for All”
Ramírez, Francisco O., Patricia Bromley, and Susan Garnett Russell. 2009. “The Valorization of Humanity and Diversity.” Multicultural Education Review 1(1): 29-54.
- Reprinted in: Cha, Y.K., Gundara, J., Ham, S.H. & M. Lee, eds. 2016. Multicultural Education in Global Perspectives - Policy and Institutionalization. Springer.
Peer-Reviewed Book Chapters
Russell, Susan Garnett and David Suárez. 2017. “Symbol and Substance: Human Rights Education as an Emergent Global Institution.” pp. 19-46 in Human Rights Education: Theory, Research, Praxis ed. Monisha Bajaj. Philadelphia, PA: University of Pennsylvania Press.
Russell, Susan Garnett and Monisha Bajaj. 2015. “Schools, Citizens, and Nation-States,” pp. 93- 109 in Education and International Development: Practice, Policy and Research, eds. Tristan McCowan and Elaine Unterhalter. London, UK: Bloomsbury.
Russell, Susan Garnett and Monisha Bajaj. 2015. “Schools, Citizens, and Nation-States,” pp. 93- 109 in Education and International Development: Practice, Policy and Research, eds. Tristan McCowan and Elaine Unterhalter. London, UK: Bloomsbury.
Edited Volumes
Special Double Issue on Refugee Education. Journal on Education in Emergencies. 2019 and 2020. (Co-edited with Sarah Dryden-Peterson and Jo Kelcey).
Other Publications and Reports
Russell, S. Garnett, Paula Mantilla-Blanco, Daniela Romero-Amaya, Sara Pan-Algarra, Ángela Sánchez Rojas, Victoria Jones, Leonardo Arévalo Rojas, Paola Abril, Tatiana Cordero Romero, Juan Camilo Aljuri Pimiento, & Carolina Valencia. 2024. Transitional Justice and Education in Colombia: The Perspective of Youth. New York: Teachers College: Columbia University. https://doi.org/10.7916/hq2h-nk14
Russell, S. Garnett. 2022. Book Review. The Orderly Entrepreneur: Youth, Education and Governance in Rwanda. Anthropology and Education Quarterly.
Russell, S. Garnett, Amlata Persaud,* Paula Mantilla-Blanco,* Katrina Webster,* and Maya Elliott.* 2021. Fostering Belonging and Civic Identity: Perspectives from Newcomer and Refugee Students in Arizona and New York. Teachers College, Columbia University.
Smart, Andy, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams. 2020. “Learning for Uncertain Futures: The Role of Textbooks, Curriculum, and Pedagogy.” Futures of Education Paper Commissioned by UNESCO.
Russell, S. Garnett. 2019. Book Review. Just Violence: Torture and Human Rights in the Eyes of the Police. Philosophical Inquiry in Education 26(2): 176-178.
Russell, S. Garnett and Danielle Falk.* 2019. “Teaching about Citizenship, Human Rights, and Gender in Post-Conflict Contexts: The Case of Rwanda,” in NISSEM Global Briefs: Education for the Social, the Emotions, and the Sustainable.
Sinclair, Margaret and S. Garnett Russell. 2019. “Curriculum and context: constraints and possibilities for including SDG Target 4.7 themes and SEL in national textbooks,” in NISSEM Global Briefs: Education for the Social, the Emotions, and the Sustainable.
Smart, Andy, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams. 2019. "What does NISSEM propose?" in NISSEM Global Briefs: Education for the Social, the Emotions, and the Sustainable.
Mendenhall, Mary, S. Garnett Russell, and Elizabeth Buckner. 2018. “The Right to Education for Urban Refugees and the National Security Conundrum: A Closer Look at the Kenyan Context.” NORRAG Special Issue (NSI) 1(1).
Russell, S. Garnett. 2017. Book Review. Training for Model Citizenship: Ethnography of Civic Education and State-Making in Rwanda. Journal for Education in Emergencies 3(1).
Mendenhall, Mary, Susan Garnett Russell, and Elizabeth Buckner. 2017. Policy Report Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. Teachers College, Columbia University.
Mendenhall, Mary, Susan Garnett Russell, and Elizabeth Buckner. 2017. Programmatic Guidance: Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. Teachers College, Columbia University.
Mendenhall, Mary, Susan Garnett Russell, and Elizabeth Buckner. 2017. Advocacy Report: Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. Teachers College, Columbia University.
UNESCO. Asia and the Pacific Education for All (EFA) Mid-Decade Assessment. 2008-2009. Contribution to the South Asia Synthesis Report, Mekong Sub-Regional Synthesis Report, South-East Asia Synthesis Report. Bangkok: UNESCO.
Russell, S. Garnett. 2022. Book Review. The Orderly Entrepreneur: Youth, Education and Governance in Rwanda. Anthropology and Education Quarterly.
Russell, S. Garnett, Amlata Persaud,* Paula Mantilla-Blanco,* Katrina Webster,* and Maya Elliott.* 2021. Fostering Belonging and Civic Identity: Perspectives from Newcomer and Refugee Students in Arizona and New York. Teachers College, Columbia University.
Smart, Andy, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams. 2020. “Learning for Uncertain Futures: The Role of Textbooks, Curriculum, and Pedagogy.” Futures of Education Paper Commissioned by UNESCO.
Russell, S. Garnett. 2019. Book Review. Just Violence: Torture and Human Rights in the Eyes of the Police. Philosophical Inquiry in Education 26(2): 176-178.
Russell, S. Garnett and Danielle Falk.* 2019. “Teaching about Citizenship, Human Rights, and Gender in Post-Conflict Contexts: The Case of Rwanda,” in NISSEM Global Briefs: Education for the Social, the Emotions, and the Sustainable.
Sinclair, Margaret and S. Garnett Russell. 2019. “Curriculum and context: constraints and possibilities for including SDG Target 4.7 themes and SEL in national textbooks,” in NISSEM Global Briefs: Education for the Social, the Emotions, and the Sustainable.
Smart, Andy, Margaret Sinclair, Aaron Benavot, Jean Bernard, Colette Chabbott, S. Garnett Russell, and James Williams. 2019. "What does NISSEM propose?" in NISSEM Global Briefs: Education for the Social, the Emotions, and the Sustainable.
Mendenhall, Mary, S. Garnett Russell, and Elizabeth Buckner. 2018. “The Right to Education for Urban Refugees and the National Security Conundrum: A Closer Look at the Kenyan Context.” NORRAG Special Issue (NSI) 1(1).
- Reprinted in NORRAG Journée thématique Education et migration.
Russell, S. Garnett. 2017. Book Review. Training for Model Citizenship: Ethnography of Civic Education and State-Making in Rwanda. Journal for Education in Emergencies 3(1).
Mendenhall, Mary, Susan Garnett Russell, and Elizabeth Buckner. 2017. Policy Report Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. Teachers College, Columbia University.
Mendenhall, Mary, Susan Garnett Russell, and Elizabeth Buckner. 2017. Programmatic Guidance: Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. Teachers College, Columbia University.
Mendenhall, Mary, Susan Garnett Russell, and Elizabeth Buckner. 2017. Advocacy Report: Urban Refugee Education: Strengthening Policies and Practices for Access, Quality and Inclusion. Teachers College, Columbia University.
UNESCO. Asia and the Pacific Education for All (EFA) Mid-Decade Assessment. 2008-2009. Contribution to the South Asia Synthesis Report, Mekong Sub-Regional Synthesis Report, South-East Asia Synthesis Report. Bangkok: UNESCO.