UNIT 5: HERITAGE AND CULTURE
should be reported to the civil authorities, and the organization will comply with the
country’s requirements regarding mandatory reporting of abuse as the law then
exists. The organization will fully cooperate with the investigation of the incident by
civil authorities.
Application Activity 4.6
Describe the piece of advice and assistance you would give a victim of GBV
who is ignorant of the laws and different mechanisms available for dealing with
crimes of GBV and child abuse.
4.7. End Unit Assessment 4
End of unit assessment
1. Describe the national, community and school-based interventions for
fighting GBV and child abuse in Rwanda.
2. Discuss the role of three government ministries in the fight against GBV
and child abuse.
3. Explain the main objectives for prevention of GBV as outlined in the
National Strategic Plan for Fighting Gender-Based Violence 2011-2016.
4. Describe the coordination of various mechanisms and stakeholders in the
fight against GBV and child abuse at the national, district and umugudugu
levels.
5. Analyze the effectiveness of community-based initiatives in addressing
GBV and child abuse.
6. Explain the importance of the following international commitments in the
fight against GBV and child abuse:
a) The Convention on the Elimination of All forms of Discrimination
b) Against Women (CEDAW)
c) The Convention on the Rights of the Child (CRC)
d) The Beijing Declaration and Platform for Action
7. Describe the role of Rwanda Investigation Bureau and community members
in fighting rape, domestic violence and child abuse cases in Rwanda.
Key unit competence:
Be able to appreciate national cultural heritage, cultural preservation and recognize
their impact in lifestyle
Introductory activity 5
While there is universal cultural heritage, each nation has his own heritage. As a
learner, explain the meaning of national heritage, identify and describe Rwandan
national heritage
5.1. Elements of national heritage and the role of culture
preservation
Learning Activity 5.1
Think of the various elements of national heritage by giving examples. Explain
your answer to your colleagues
Cultural heritage can be defined as the elements of the physical artifacts and
intangible attributes of a society that are passed from past generations, maintained
in the present and bestowed for the benefit of future generations. Cultural
heritage includes tangible culture elements such as buildings, monuments,
landscapes, books, works of art, and artifacts; intangible culture such as practices,
representations, expressions, folklore, traditions, language, and knowledge, and
natural heritage including culturally significant landscapes, and biodiversity. These
elements of the culture heritage need to be preserved for the future to keep the
memory of the past, to offer a sense of identity and continuity, thus promoting
respect for cultural diversity and human creativity. They also form part of the tourism
industry that produces the revenues for the country’s economy.
Three key elements of heritage
The three elements used to describe historic heritage are Fabric, Stories and
Culture. One or all of these things make up the historic heritage of a place.
Fabric
Fabric is the physical remains that exist today - it is what you can see or touch.
They are divided into:
– Artifacts like different archaeological and ethnological objects preserved in
National Museum of Rwanda in Huye District. They are the objects daily usedby Rwandans in the past.
– Man-made features and plantings left behind from the past such Rwandan
kings’ palaces in Nyanza district, cave (ubuvumo) in Musanze District or
ikirenge cya Ruganzu in Rulindo District. They can be also buildings ranging
in size from enormous government buildings, to large homesteads, down to
small huts, and even smaller castaway shelters.
1. Stories
Stories describe and explain our history - they are what you read, hear or watch.
Stories can be told in many different ways. They tell us what happened in the past,
the people involved, what events took place and why. In case of Rwanda, they
include different myths and legends on Rwandan country and its populations:
ibirariby’insigamigani, imigani, etc.
This domain can also account:
– Visual records like drawings, photos, old movies and maps allow us a
glimpse into the past that often makes us want to find out more.
– Written records found in libraries, archives, museums and government
departments help us to uncover more of the history behind the stories.
2. Culture
Culture describes the connection people have with historic places – what they feel,
experience or do there. Our cultural experience is enriched by knowledge of the
past. This includes:
– Spiritual connection: People get involved in conservation projects at places
that are special to them. This category can include practices related tokubandwaand guterekera.
– Pilgrimage, our identity People make pilgrimages to places both to remember
special events in their history. The examples are regular commemorations of
the victims of the genocide committed against the Tutsi at memorials or mass
graves.
– Traditional skills People still practice today skills from our past. In spite of
expansion of modern consummation in Rwanda, some Rwandans maintain
their traditional foods and drinks. For, they are still making an extraordinary
yeast (umusemburo) for sorghum or banana beer to keep the skills for young
generation.
Culture preservation plays a great role because heritage has been described as
the “fingerprint of generations”. It refers to any prominent destination or object
which is to be passed on to the future generations. While over the years, the
term heritage has been used only to refer to the transfer of something from
one generation to another; heritage is actually of two types- natural heritage
and cultural heritage. Natural heritage comprises everything that comes in
the biological sphere including flora, fauna, geological formations etc. Cultural
heritage, on the other hand, is the legacy that is inherited from our ancestors,
maintained in the present and passed on to the future generations for their
benefit. For any nation, cultural heritage has always held an im portant place.
Application Activity 5.1
Explain what cultural heritage is and characterize briefly the importance of its
preservation
5.2. Impact of differing cultures of lifestyle and habits
Learning Activity 5.2
Discuss how the evolution of Rwandan culture affected progressively lifestyle
and habits of Rwandans
Our culture shapes the way we work and play, and it makes a difference in how we
view ourselves and others. It affects our values—what we consider right and wrong.
This is how the society we live in influences our choices. But our choices can also
influence others and ultimately help shape our society.
What is the impact of cultures?
In addition to its intrinsic value, culture provides important social and economic
benefits. With improved learning and health, increased tolerance, and opportunities
to come together with others, culture enhances our quality of life and increases
overall well-being for both individuals and communities.
Culture is the lifeblood of a vibrant society, expressed in the many ways we tell
our stories, celebrate, remember the past, entertain ourselves, and imagine the
future. Our creative expression helps define who we are, and helps us see theworld through the eyes of others.
Individual and social benefits of culture
Intrinsic benefits
Participating in culture can benefit individuals in many different ways, some of
which are deeply personal. They are a source of delight and wonder, and can
provide emotionally and intellectually moving experiences, whether pleasurable or
unsettling, that encourage celebration or contemplation. Culture is also a means of
expressing creativity, forging an individual identity, and enhancing or preserving a
community’s sense of place.
Cultural experiences are opportunities for leisure, entertainment, learning, and
sharing experiences with others. From museums to theatres to dance studios to
public libraries, culture brings people together.
These benefits are intrinsic to culture. They are what attracts us and why we
participate. Improved learning and valuable skills for the future. In children and
youth, participation in culture helps develop thinking skills, builds self-esteem, and
improves resilience, all of which enhance education outcomes.
Cultural heritage increases opportunities for education and lifelong learning,
including a better understanding of history. Culture heritage in Rwandan national
museums as well as cultural landscapes can serve as educational products and
learning resources.
Vibrant communities
Culture helps build social capital, the glue that holds communities together. By
bringing people together, cultural activities such as festivals, fairs, or classes create
social solidarity and cohesion, fostering social inclusion, community empowerment,
and capacity-building, and enhancing confidence, civic pride, and tolerance. The
social capital created through culture increases with regular participation in cultural
activities. Cultural engagement also plays a key role in poverty reduction and
communities-at-risk strategies.
Culture is important to the vitality of all communities. In Rwanda, through different
expressions of culture like gacaca, umuganda, traditional games as igisoro,
traditional dances like ikinimba, imishayayo, … revitalize connections between
Rwandan community and neighborhoods. Diverse cultural heritage resources tell
the story of our shared past, fostering social cohesion. They are intrinsic to the
sense of place. Investments in heritage streetscapes have been shown to have a
positive impact on sense of place. Benefits include improved quality of life for local
residents, a feeling of pride, identification with the past, and a sense of belongingto a wider
In cities, culture helps to develop compelling city narratives and distinctive brands,
with unique selling points for tourists and business investors. Culturally rich districts
also enhance competitiveness by attracting talent and businesses. Cultural heritage
is also a factor in rural development, supporting tourism, community renewal, and
farmstead conservation.
Application Activity 5.2
Through examples, demonstrate how the government of Rwandans uses
culture to vitalize Rwandan communities in different sectors of life
5.3. Influences of culture on what is considered acceptable and
unacceptable sexual behavior
Learning Activity 5.3
Establish relationship between culture and sexual behavior
Notions on sexual behavior
In order to explain the influences of culture on what is considered acceptable and
unacceptable sexual behavior, it is imperative first of all to understand the meaning
of sexual behavior biologically and socially or culturally. From a bio-evolutionary
perspective, sexual behavior functions primarily to assure reproduction, and
throughout most of human evolution, sexual activity was closely related to pregnancy
and childbearing. Through evolutionary processes, numerous physiological
structures have emerged that usually make sexual behavior pleasurable and easy
to do, though sexual pain and problems are common.
The thoughts, emotions and physiological responses involved in sexual behavior
are mediated by the brain and spinal cord. The limbic system, which encircles the
upper end of the spinal cord below the cortical hemispheres in the brain, plays a
crucial role in regulating emotions and sexual behaviors. Stimulation of parts of the
limbic system can produce sexual arousal. The cerebral cortex, which processes
memory, fantasy, language, and thinking, has multiple connections with the limbic
system and plays multiple roles in sexual behavior. These neural structures are, in
turn, influenced by countless biological, psychological, and social factors.
Although neural and hormonal mechanisms help to explain many aspects of
sexuality, they are also influenced by social and cultural factors. Countless mixes
of social and cultural inputs mediated by the brain at conscious and unconscious
levels make human sexuality far more complex than the more basic sexual activities
seen in other species.
Before the development of reliable, modern contraceptive techniques, sexual
behavior was closely linked with reproduction in most societies. Whereas people in
many parts of the world attempted to unlink sex from pregnancy by using potions,
magic incantations, and pessaries (inventions worn in the vagina), most had little
success. Given the close connection between sex and procreation, most cultures
surrounded sexuality with rituals and morals that demanded and/or sanctified family
commitments, even though many people failed to follow those rules in their entirety.
In the last four decades, the development of increasingly effective contraception
and abortion techniques has allowed increasing numbers of people to avoid “procreational
sex” (except when they want babies) and explore “recreational sex” (the
fun side of sex). This adds to the already considerable variability within and among
cultures in their sexual values and practices.
Cultural norms influence certain sexual behaviors but it is important to understand
the context of cultures and traditions when talking about sexual activities. But we
have to note that other factors besides cultural norms influencing sexual behaviors,
such as individual will, peer pressure, gender and age. Cultural practices can be
powerful drivers of behavior because these are standards people live by. They are
shared expectations and rules that guide the behavior of people within particular
social groups. There are clear expectations that young men have to adhere to
as they are constantly judged and assessed as to whether they live up to these
expectations. The context becomes important in prescribing and endorsing certain
norms and behaviors.
Acceptable and unacceptable sexual behavior
Cultural norms influence certain sexual behaviors but it is important to understand
the context of cultures and traditions when talking about sexual activities. But we
have to note that other factors besides cultural norms influencing sexual behaviors,
such as individual will, peer pressure, gender and age. Cultural practices can be
powerful drivers of behavior because these are standards people live by. They are
shared expectations and rules that guide the behavior of people within particular
social groups. There are clear expectations that young men have to adhere to
as they are constantly judged and assessed as to whether they live up to these
expectations. The context becomes important in prescribing and endorsing certain
norms and behaviors.
Acceptable sexual behavior
Characteristics of acceptable also known as typical or normative sexual behaviors
include that the behavior is spontaneous or intermittent, light hearted and playful,
occurs between partners of similar age, size, and ability who may be the same
and opposite genders, and typically decreases with caregiver guidance and
supervision. Normative sexual behavior, does not cause discomfort, fear or shame
and, is not coercive. In Rwanda, the ideal is that a sexual relationship takes place
between married couples. In Rwanda, the ideal is that a sexual relationship takes
place between married couples. The marriage is concluded between the fiancés
(a girl and a boy over 21 years old) after observing cultural, judicial and religious
requirements. In Kinyarwanda culture marriage, cultural marriage requirement is
respected through at least five steps: kuranga, kurambagiza, gusaba, gukwa and
gushyingira
Unacceptable sexual behavior
Unacceptable also known as problematic sexual behaviors involve sexual body
parts in a manner that are developmentally inappropriate and potentially harmful
to themselves or others. Problematic sexual behaviors include repetitive sexual
behaviors involving oneself or others that may be frequent or excessive or include,
sexual touching without permission, coercive or aggressive sexual contact, sexual
contact with animals, transmissing sexual images via cell phone, the internet, and
other electronic media, and persistent viewing or focusing on developmentally
inappropriate sexual media or pornography involving young children or violence.
Sibling sexual experiences are also included in this category.
This sexual behavior is more known as incest which is any sexual activity between
blood relatives such as parent-child, brother sister even between cousins. Incest
usually begins with touching and petting when the victim is very young. Unacceptable
sexual behavior comprises also different forms of sexual abuse and violence such
as:
• Female Genital Mutilation (FGM)
• Forced/early marriage
• Sex trafficking
Sexual abuses concern people of all ages, including children. The abuser may be
a stranger, a family friend or acquaintance, or a family member. Then note that
someone who sexually abuses a child demands secrecy from the abused person.
The child is often threatened with harm if he/she tells anyone. The child may also be
told that nobody will believe him/her. As a result, it is very important for young people
to be encouraged to report when an adult, even a family member, touches them
inappropriately or makes sexual advances at them. Children should be reassured
that they are not to be blamed and that they did the right thing by speaking out.
Application Activity 5.3
Based on examples from Rwandan culture, demonstrate what is considered as
acceptable and unacceptable sexual behavior.
5.4. Ways in which culture, human rights and social practices
influence gender equality and gender roles.
Learning Activity 5.4
Cite and describe 3 activities that Rwandan traditional society assign
respectively to boys and girls.
Gender is a social and cultural construction, which distinguishes differences in the
attributes of men and women, girls and boys, and accordingly refers to the roles
and responsibilities of men and women. It also refers to the state of being male or
female in relation to the social and cultural roles that are considered appropriate
for men and women. Applied to the notion of human rights, on one hand, Gender
Equality implies that women and men, girls and boys have equal conditions,
treatment and opportunities for realizing their full potential, human rights and
dignity, and for contributing to - and benefitting from- economic, social, cultural and
political development. Gender equality is, therefore, the equal valuing by society
of the similarities and the differences of men and women, and the roles they play.
It is based on women and men being full partners in the home, community and
society. Equality does not mean that women and men will become the same but
that women’s and men’s rights, responsibilities and opportunities will not depend on
whether they are born male or female. Gender equality is not only a fundamental
human right, but a necessary foundation for a peaceful, prosperous and sustainable
world. In Rwanda, there has been progress over the last decades: More girls are
going to school, fewer girls are forced into early marriage, more women are serving
in parliament and positions of leadership, and laws are being reformed to advance
gender equality.
On the other hand, our society has a set of ideas about how we expect men and
women to dress, behave, and present themselves. In this regards, gender roles
in society means how we’re expected to act, speak, dress, groom, and conduct
ourselves based upon our assigned sex. For example, girls and women are generally
expected to dress in typically feminine ways and be polite, accommodating, and
nurturing. Men are generally expected to be strong, aggressive, and bold. Every
society, ethnic group, and culture has gender role expectations, but they can be
very different from group to group. They can also change in the same society over
time.
For our country, Rwandan society is primarily characterized by a patriarchal social
structure that underlies the unequal social power relations between men and
women, boys and girls. This has translated into men’s dominance and women’s
subordination. Gender inequalities have not seen as unjust, but as respected social
normality.
During the colonial era, men’s supremacy over women was reinforced. For example,
the abrupt shift from a subsistence economy to monetary economy based on paid
employment and a formal education system, weakened women’s position relative
to that of men. In particular, it weakened their bargaining position on matters
concerning their access to and control over resources and the degree of their level
of participation in the development process. However, historically there are many
cases to show that although women largely played a dominant role in the Rwandan
society, some positive tendencies existed within the Rwandan culture, which
reinforced women’s social role and ensured their autonomy. For example, women
played a pivotal role in the management of household resources and participated
in decision-making at different levels.
Today, Rwanda offers many opportunities that is contributing positively to the
implementation of the national gender policy. The promotion of gender equality as
a development goal is explicitly articulated in the key national policy as well as the
Application Activity 5.4
Assess the impact of colonization on ger equality
5.5. End Unit Assessment 5
End of unit assessment
Based on three examples, demonstrate the impact of national cultural heritage
and cultural preservation on Rwandans’ lifestyle
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