The danger of a single story: Iconic stories in the aftermath of the 1994 Rwandan genocide
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
In the aftermath of the 1994 genocide, the government of Rwanda—much like other transitional regimes around the world—has prioritized reconciliation initiatives that educate civilians with a highly politicized understanding of the conflict and encourage them to speak about the conflict and its aftermath in a manner that reinforces the legitimacy of the current government. However, individual survivors, bystanders, ex-combatants, and/or perpetrators of the genocide find various subtle ways to reinforce, resist, or complicate the current official history. This article analyzes a series of “iconic stories” that are repeated by Rwandans in different settings due to their historical and personal resonance for what they can tell us about the ethnic and political tensions that often continue to divide Rwandans and the overall challenges associated with everyday life since the genocide. Yet, engaging with these iconic stories places the researcher in a difficult position where the democratizing potential of oral history is potentially undermined. This article argues that even while qualitative researchers have an obligation to listen deeply to their informants, their moral and professional obligations to avoid reproducing narratives that promote potentially reprehensible agendas—for example, genocide denial or the legitimation of authoritarianism—make contextualizing their participants’ narratives in relation to the personal, historical, and political climate in which they are being produced essential.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it