The Protestant University of Rwanda from 1 to 14 March 2026 recently hosted an important international workshop under the theme, “Dealing with Legacies of colonization and Changing Narratives in the Decolonization Process: Burundi, Germany, and Rwanda.” The workshop brought together a diverse group of participants, all united by one common purpose: to reflect critically on the legacy of colonialism and to explore how new and more balanced narratives can be built for the future.

This annual gathering is organized through collaboration among Burundi, Germany, and Rwanda, with support from Bread for the World (Brot für die Welt). Its main purpose is to bring people together to discuss important social and historical issues that continue to shape societies today. This year’s focus on colonial legacies was especially meaningful, as it created space for dialogue between two countries that experienced colonization :(Rwanda and Burundi), and one country historically linked to colonization:( Germany).

Diverse Participants, One Common Goal

The workshop welcomed students, lecturers, church leaders, and youth representatives from civil society organizations. Although participants came from different backgrounds and experiences, they shared the same desire to learn, reflect, and contribute to meaningful change. Students came from different universities, include: protestant University of Rwanda, Catholic University of Rwanda, Lutheran University of Nuremberg and International leadership university. while other sessions also included church leaders from the different denominations and youth from civil society organizations.

To allow deeper engagement, some sessions were organized in separate groups. Students and lecturers met independently, while church leaders and youth representatives from civil society organizations also held their own sessions. The content was similar, but the discussions benefited from the different perspectives and experiences of each group.

Learning History Through Visits to Important Sites

The workshop began with a practical learning experience through visits to important historical sites in Rwanda. Participants visited the Campaign Against Genocide Museum, the Kigali Genocide Memorial, and the Richard Kandt House Museum. These visits helped participants connect academic discussions with lived history and visible memory.

At these sites, participants learned about Rwanda’s past, observed historical materials, and reflected on how history continues to shape the present. Many participants emphasized that understanding the 1994 Genocide against the Tutsi is essential not only for remembering the past, but also for ensuring that such a tragedy never happens again. One participant also noted that the Richard Kandt House Museum offered another kind of lesson: seeing the live snakes and crocodiles there inspired reflection on environmental conservation and the importance of protecting nature.

After these visits, participants gathered at the Protestant University of Rwanda for a series of interactive academic sessions and discussions.

Official Opening at the Protestant University of Rwanda

The workshop participants were officially received by the Vice Chancellor of the Protestant University of Rwanda, Prof. Olu Ojedokun, who warmly welcomed all participants and guests. His opening remarks set a positive and thoughtful tone for the sessions that followed, emphasizing the importance of dialogue, learning, and international collaboration.

After the opening session, the academic presentations and discussions began.

Understanding the Background of Colonization

One of the first presentations was delivered by Fr. Dr. Roland Rutinduka, who spoke about the background of colonization, especially in Rwanda and Burundi, which were once united under the name Rwanda-Urundi. His presentation examined life before colonization, during colonization, and after colonization.

In discussing pre-colonial Rwanda, he explained that long before colonial powers arrived, Rwandans already had a rich social, political, and spiritual life. He noted that Rwandans already knew and referred to God, as seen in theophoric names such as Bizimana. He also described the social and political organization of Rwanda, highlighting its shared culture, unity under one king, and strong respect for authority and community.

Fr. Dr. Rutinduka further explained the economic and social systems that existed before colonization, including practices of sharing, mutual support, and community cooperation. He also referred to traditional beliefs and practices such as Kubandwa, Guterekera, and Kuraguza, as well as traditional healing systems that used local medicinal plants. According to his presentation, values such as unity, respect, hard work, and honesty were already central in society before colonial rule.

In his conclusion, he addressed the legacies of colonization, including the harmful classification of Rwandans, which later contributed to division and violence, including the Genocide against the Tutsi. At the same time, he also acknowledged that some people point to certain positive legacies, such as expanded access to formal education. He stressed, however, that decolonization is not only about political independence, but about an ongoing process of critical reflection and transformation.

German Perspectives on Colonial History

A presenter from Germany also contributed to the discussion by addressing the background of colonization from the German side, including the role of figures such as Richard Kandt. He also spoke about Nuremberg, the place associated with Kandt, helping participants understand the broader historical and geographical context of German colonial involvement.

These presentations were followed by group discussions, where participants worked together to reflect on the presentations and share their own perspectives. These exchanges made the workshop more interactive, energetic, and meaningful, as participants were able not only to listen, but also to engage actively with the ideas being presented.

Further Historical Reflection in Huye

Another presentation was given by Prof. Joseph Gahama, who also reflected on life before colonization and the historical reality of Rwanda-Urundi. His contribution added depth to the discussions by helping participants further understand the long historical processes that shaped the region.

The day concluded with visits to selected historical sites in Huye, including Groupe Scolaire Officiel de Butare, one of the earliest schools in Rwanda. This visit helped participants connect the topic of colonial history with the development of formal education in the country.

Reflecting on Colonial Legacies Today

On another day of the workshop, students and teachers came together again for a profound and engaging exploration of colonial legacies and the transformation of narratives in the decolonization process. The discussions reflected the diverse experiences of participants from Burundi, Germany, and Rwanda and created a valuable platform for shared learning and critical reflection.

The day began with a collective reflection on the earlier visits to the Campaign Against Genocide Museum, the Kigali Genocide Memorial, and the Richard Kandt House Museum. Participants shared the lessons they had drawn from these visits. Many underlined the importance of historical memory in building a peaceful society. For them, understanding history is not simply an academic task; it is also a moral responsibility.

Colonial Legacies Beyond Historical Events

A major presentation during the workshop was delivered by Prof. Dr. Kathrin Winkler from the Lutheran University of Nuremberg under the title, “Colonial Legacies: Beyond Historical Events.” In her presentation, she explained that colonial legacies should not be seen only as events of the past. Rather, they continue to shape institutions, partnerships, education systems, and ways of thinking in the present.

Using Germany as an example, she showed that colonial legacies are still visible in institutional structures such as museum collections that continue to hold cultural artifacts acquired during colonial rule. She also pointed to power imbalances in academic and research partnerships, where funding institutions in Germany often decide the priorities, conditions, and direction of cooperation with African universities. In addition, she discussed knowledge hierarchies that continue to privilege Western ways of knowing above other knowledge systems.

Prof. Winkler emphasized that colonial legacies work at structural, cultural, and epistemic levels. She also observed that for many years, German colonialism remained largely absent from public memory and political discussion. In many cases, it received less attention than other parts of German history, and public awareness of its long-term consequences remained limited.

Germany: Forgetting, Remembering, and Reframing

Prof. Winkler further explained that Germany is now going through an important shift in how it remembers and responds to its colonial past. This process includes increased public debate on the restitution of cultural artifacts and human remains, stronger recognition of colonial violence, and more critical reflection on museums, monuments, and street names. It also includes more systematic efforts to integrate colonial history into school and university education.

After her presentation, participants were invited to share their own perspectives. They discussed concrete examples of colonial legacies in higher education, church institutions, public narratives, language use, and international partnerships. These discussions allowed participants to identify colonial patterns that have become normalized and to reflect on what still needs to change.

Changing Narratives in the Decolonization Process

Another important presentation was delivered by Dr.Charles Gahutu from the Protestant University of Rwanda under the theme, “Changing Narratives in the Decolonization Process.” He explained that decolonization is not only political. It is also social, psychological, and economic. In his view, true decolonization involves transforming systems, structures, and mindsets.

He critically examined colonial and imperialist narratives that presented colonization as a civilizing mission, often linked to ideas of economic development, moral progress, religious superiority, and racial hierarchy. He also addressed the tendency to blame colonialism for every African problem, warning that although colonialism had deep and damaging effects, African societies must also reflect on their own responsibilities and agency.

Using dependency theory, he explained that Africa’s underdevelopment and Europe’s development should be understood as connected parts of the same historical process. He also challenged stereotypes and overgeneralizations, especially the idea that all Europeans supported colonialism, and encouraged participants to distinguish between imperial systems and ordinary people.

In his conclusion, he called for the transformation of narratives on both African and European sides. He reminded participants that African societies had philosophies, healing practices, and spiritual traditions before colonization. He referred again to names such as Bizimana to show that belief in God existed in Rwanda before missionary influence. In the German context, he mentioned linguistic justice, noting the importance of preserving and valuing local languages in education and public life.

The Danger of a Single Story

The workshop was further enriched by watching Chimamanda Ngozi Adichie’s well-known talk, “The Danger of a Single Story.” In this talk, she explains how hearing only one story about a people, culture, or place can create incomplete and misleading perceptions. Through personal examples, she shows how stories shape identity, understanding, and relationships.

Her message strongly connected with the central theme of the workshop. Participants were especially moved by her argument that stereotypes are dangerous not simply because they are false, but because they are incomplete. The talk reminded everyone that decolonization also involves listening to many stories and allowing people to define themselves more fully.

Creative Reflection and Group Participation

To make the sessions more interactive and engaging, participants regularly worked in groups after the presentations. They discussed the topics, shared their perspectives, and later presented their reflections to the wider group. This process strengthened participation and gave room for both personal and collective learning.

In one session, each participant received a flip chart and was invited to write and present his or her own narrative about colonization. This activity encouraged creativity, critical thinking, and honest dialogue. It also helped participants connect the workshop themes to their own social and cultural experiences.

Colonial Legacies in Education

At another stage of the workshop, students and lecturers were separated so that each group could reflect on the same themes from its own experience and perspective. One of the major themes discussed was colonial legacies in education.

Prof. Dr. Kathrin Winkler explained that colonial legacies are not only historical facts, but realities that continue in institutional structures, unequal power relations, and academic knowledge production. She noted that a large share of academic knowledge is still produced in institutions in the Global North. Prestigious universities, publishers, and digital learning platforms often shape global research agendas and curricula, while other forms of knowledge remain marginalized.

This led to another important session led by Prof. Winkler on “Decolonizing Learning in the Digital Era.” She addressed the concentration of knowledge production in the Global North and asked participants to reflect on whose knowledge is recognized, shared, and given authority in academic spaces.

She then introduced the idea of epistemic justice, emphasizing that different knowledge traditions, experiences, and epistemologies should be recognized as equally valid sources of knowledge. She encouraged more collaborative and fair models of knowledge production, including joint research partnerships, co-created teaching materials, inclusion of local and indigenous knowledge systems, and equitable participation in global academic networks.

The Role of Students in Decolonizing Education

Dr. Charles Gahutu also delivered a compelling presentation on “Decolonization of University Curricula and Teaching: Roles and Responsibilities of Students.” He stressed that decolonization is everyone’s responsibility and that students must actively participate in this process.

He encouraged students to question dominant knowledge systems critically, take part in transforming curricula, challenge colonial mindsets, promote linguistic justice, and engage in responsible activism. He also emphasized the importance of responsible self-awareness, asking students to reflect honestly on whether they unconsciously consider Western knowledge superior to other forms of knowledge.

This presentation was followed by a question-and-answer session and group discussions, where participants exchanged ideas and practical reflections on what decolonization means in university life today.

Closing Reflections and Appreciation

At the end of the overall sessions, one of the organizers, Dr. Emmanuel Niyibizi, expressed appreciation to all participants for their active engagement and valuable contributions. Feedback was collected from students, lecturers, and other participants, showing that the workshop had created a strong impact.

In his closing remarks, Vice Chancellor Prof. Olu Ojedokun praised the workshop for promoting international relations, critical learning, and shared responsibility. He encouraged participants to take the knowledge they had gained back to their communities and institutions. He reminded them that change must be led by people who are willing to think critically and act responsibly, and he expressed hope that the workshop would inspire a new generation to help change the narrative.

The event ended with networking, fellowship, and a wrap-up celebration, allowing participants to strengthen relationships and continue conversations in an informal setting.

A Continuing Journey for All Participants

After the full week of sessions involving students and lecturers, church leaders  from different denominations and youth representatives from civil society organizations also followed a similar journey through the same themes and process. This extended the impact of the workshop and ensured that its reflections reached a wider group of participants.

Main Takeaway

One of the major lessons from the workshop is that colonization was a historical reality whose effects are still present today. It left both harmful and, in some views, some constructive legacies. Yet the most important message was that decolonization is the responsibility of everyone. It is not the work of one person, one institution, or one day. It is a continuing journey that requires honesty, critical thinking, dialogue, and commitment.

Written by Moise IRADUKUNDA student at Protestant University of Rwanda.