UNIVERSITY OF TOURISM, TECHNOLOGY AND BUSINESS STUDIES

(UTB)

P.O. Box 350 KIGALI-RWANDA

CONTRIBUTION OF DARK TOURISM TO RECONCILIATORY

EDUCATION IN RWANDA

A CASE STUDY OF KIGALI GENOCIDE MEMORIAL

By

MUNONOKA EUGENE

Registration number: 05154/16

Under the guidance and supervision of MR .KAYIGANA INNOCENT

A dissertation submitted to

The Department of Travel and Tourism Management in partial fulfillment of the requirements

for the award of a Bachelor’s Degree in Travel and Tourism Management

April, 2019

i
DECLARATION

I, MUNONOKA EUGENE, declare that this research project in my original work. I have to the

best of

My knowledge acknowledged all authors or sources from where I got information. I further

declare

That this work has not been submitted to any university or institution for the award of a degree or

Any it’s equivalents.

Signed……………………..Date……………………/……….………..…/2019

MUNONOKA Eugene

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APPROVAL

This is to acknowledge that this research project has been submitted with my approval as the

University supervisor.

Signature ……………………………...date……………..…/…………………/2019

Supervisor: KAHIGANA Innocent

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 DEDICATION

I dedicate this dissertation to:

My beloved mother and father

My beloved brothers and sisters

My relatives and friends

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ACKNOWLEDGEMENTS

I would like to extend my gratitude and appreciation to those who supported me directly or

Indirectly in carrying out this research. First and foremost I thank God almighty for providing me

knowledge and wisdom to complete this dissertation. I would like to express my sincere and

heartfelt gratitude to my family. I always recognize my supervisor. Mr. KAHINGANA Innocent

for his supervision, support, Guidance and courage were so much inspiring, even though he was

much occupied with different academic activities, he accepted to bear the responsibility of taking

over with his generous and supportive heart during this course of this dissertation; I owe his

profound appreciation. I must express my special thanks to the government of Rwanda, UTB

staff especially in Travel

And Tourism Management department; their efforts are highly appreciated.

Finally special thanks to all author whom I used their books and articles.

To you all I just say May God Bless you!

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TBLE OF CONTENTS

DECLARATION...........................................................................................................................ii

APPROVAL..................................................................................................................................iii

DEDICATION..............................................................................................................................iv

ACKNOWLEDGEMENTS..........................................................................................................v

TBLE OF CONTENTS................................................................................................................vi

LIST OF TABLES.........................................................................................................................x

ACRONYMS, ABBREVIATION...............................................................................................xi

CHAPTER ONE:...........................................................................................................................1

INTRODUCTION AND BACKGROUND TO THE STUDY...................................................1

1.0. INTRODUCTION................................................................................................................1

1.1 BACKGROUND TO THE STUDY......................................................................................1

1.2. PROBLEM STATEMENT...................................................................................................7

1.3. OBJECTIVE OF THE STUDY............................................................................................7

1.3.1. GENERAL OBJECTIVE...............................................................................................7

1.3.2. SPECIFIC OBJECTIVES..............................................................................................7

1.4. RESEARCH QUESTIONS...................................................................................................7

1.5. SIGNIFICANCE OF THE STUDY......................................................................................8

1.5.1. PERSONAL INTEREST...............................................................................................8

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 1.5.2. SOCIAL INTEREST......................................................................................................8

1.6. SCOPE OF STUDY..............................................................................................................8

1.6.1. GEOGRAPHICAL SCOPE...........................................................................................8

1.6.2. TIME SCOPE.................................................................................................................8

1.6.3. CONTENT SCOPE........................................................................................................9

1.7. LIMITATION OF THE STUDY..........................................................................................9

CHAPTER TWO:........................................................................................................................10

REVIEW OF THE RELATED LITERATURE.......................................................................10

2.1. INTRODUCTION..............................................................................................................10

2.2. Definition and explanation of key concepts........................................................................10

2.2.1. Leisure..............................................................................................................................10

2.2.2. Tourism............................................................................................................................10

2.2.3. Dark tourism.................................................................................................................11

2.4. Types of dark tourism suppliers..........................................................................................12

2.5. Challenges in marketing/ promoting dark tourism.............................................................15

2.6. Strategies for keeping peace building and reconciliation education...................................16

Education................................................................................................................................19

SUMMARY...............................................................................................................................19

CHAPTER THREE.....................................................................................................................20

RESEARCH METHODOLOGY...............................................................................................20

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 3.0. INTRODUCTION..............................................................................................................20

3.1. RESEARCH DESIGN........................................................................................................20

3.2. POPULATION AND SELECTION OF THE SAMPLE...................................................20

3.2.1. POPULATION.................................................................................................................20

3.2.2. SAMPLING METHOD...................................................................................................21

3.2.2.1. SELECTION OF THE SAMPLE.................................................................................21

3.2.3. Sampling techniques and sample size..............................................................................22

3.3. INFORMATION GATHERING TECHNIQUES..............................................................23

3.3.1. QUESTIONNAIRE TECHNIQUES...............................................................................23

3.3.2. INTERVIEW TECHNIQUES.........................................................................................23

3.4. COLLECTION OF DATA.................................................................................................24

3.5. ANALYSIS OF DATA AND PRESENTATION..............................................................24

3.6. ETHICAL CONSIDERATIONS........................................................................................24

CHAPTER FOUR:......................................................................................................................26

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF THE FINDINGS..26

4.0. Introduction.........................................................................................................................26

4.1. Profile of the respondents...................................................................................................26

4.1.1.Identification of respondents according to marital status.................................................26

4.1.2. Identification of the respondents visited dark tourism sites.............................................27

4.3. Identification of the respondents according the attraction as the reasons to visit the sites.28

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 4.4. Identification of the respondents according the types of dark tourism suppliers................29

4.6. Identification of the respondents according the main motivator at Kigali genocide

memorial....................................................................................................................................30

4.7. Identification of the respondents according to what needed in the future at Kigali genocide

memorial....................................................................................................................................31

4.8. Identification of the respondents according to working status...........................................32

4.9. Identification of the respondents according to challenges..................................................33

4.10. Identification of the respondents according to teaching peace and reconciliation through

education....................................................................................................................................34

4.11. Identification of the respondents on the strategies to overcome challenges.....................35

CHAPTER FIVE:........................................................................................................................36

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS....................36

5.0. Introductions.......................................................................................................................36

5.2. Conclusion..........................................................................................................................36

5.3. Recommendations...............................................................................................................37

5.3.1. To dark tourism sites........................................................................................................37

5.3.2. To government of Rwanda...............................................................................................37

5.4. Areas for further research...................................................................................................37

REFERENCES............................................................................................................................38

Appendix i.....................................................................................................................................41

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LIST OF TABLES

Table 1 The respondents to marital status.....................................................................................26

Table 2 The respondents visited dark tourism sites.......................................................................27

Table 3 The respondents according to the reason of attraction.....................................................28

Table 4 The respondents according to the types of dark tourism suppliers...................................29

Table 5 Respondents visited Gisozi site........................................................................................30

Table 6 The respondents according to the main motivator at Kigali genocide memorial.............31

Table 7 The respondents according to what needed in the future at Kigali genocide memorial...32

Table 8 Respondents according to working status........................................................................33

Table 9 Respondents according to the challenges.........................................................................33

Table 10 respondents according to the teaching peace and reconciliation through education......34

Table 11 Respondents on the strategies to overcome challenges..................................................35

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ACRONYMS, ABBREVIATION

NURC: national commission for unity and reconciliation commission

UTB: University of tourism technology and business studies

ASCE: Association of Significant Cemeteries in Europe

WWW: world wide web

CNLG: national commission for the fight against genocide

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 ABSTRACT

Dark tourism is the act of travel and visitation to sites, attractions and exhibitions, which have

real or recreated death, suffering or the seemingly macabre as a main theme. This study aims to

discuss the experience to demonstrate how dark tourism can contribute to reconciliation

through education in society. Rwanda is one of the African countries that have dark tourist sites

especially those related to genocide. Kigali genocide memorial and national unity and

reconciliation council selected as the research subject. A total of 30 visitors and 28 staffs from

Kigali genocide memorial and national unity and reconciliation council and CNLG interviewed

through a survey questionnaires. One of the objectives was to find the types of the dark tourism

suppliers to reconciliatory education and some strategies to emphasize reconciliatory education.

Office worksheet were used to verify and analyze the collected data on relationship among the

visitors 'Dark Tourism motivation, the literature related to those objectives of the study was

reviewed enough where theories related to reconciliation. In addition, the strategies revised of

reconciliation through education. It revealed that the first objective is on 52% to increase

reconciliation using education in the citizens of Rwanda and it has prepared by the national

unity and reconciliation council. The second objective was 86% that the national unity and

reconciliation council encourage all citizens to visit dark sites because it is where they can learn

even the peace and reconciliation. In ensuring that we do not forget on 81% the circumstances

in which large-scale acts of inhumanity occur, but emphasis the provision of opportunities to

xii
express remorse and forgiveness. The research results provide useful reference information for

the contribution of Dark Tourism to reconciliatory education.

Key terms: dark tourism, reconciliation, education.

xiii
 CHAPTER ONE:

INTRODUCTION AND BACKGROUND TO THE STUDY

1.0. INTRODUCTION

On this chapter, I will demonstrate an overview and all basic of the whole project, a detailed

description of the study and the methodology used to achieve goals presented in order to present

the scene of the study. It has been divided into different sections such as the background to the

study where researcher describes the details of contribution of dark tourism to Reconciliatory

education, problem statement where the whole problem shown, objectives of the study, research

questions, scope of the study, significance of the study.

1.1 BACKGROUND TO THE STUDY

Certainly, the educational facilities of many genocide memorials are of great value. But can they

really attract hundreds of thousands of tourists every year? I do not think so. It is, not least, the

entertainment value of tons of hair shorn from the heads of the victims of the gas chambers,

rotting bodies and pyramids of skulls that make people flock to death sites. I am not sure if the

sight of these sad relics really does have an educational value. Rather, former killing fields and

concentration camps have degenerated into the ghost trains of the twenty-first century that meet

the voyeuristic needs of tourists. (Schaller, 2007: 515) Schaller refers here to the increasingly

deliberated tourism phenomenon that symbolizes travel to and experiences of places associated

with death, suffering, violence or disaster (Stone & Sharpley, 2008). This recently coined

tourism niche is frequently designated as ‘dark tourism’ (Foley & Lennon, 1996), ‘than a

tourism’ (Seaton,1996), ‘atrocity heritage’ (Ashworth, 2002) or ‘morbid tourism’ (Blom, 2000)

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and embraces an enormous spectrum of places and experiences reaching from houses of horror,

such as the London Dudgeon, to authentic genocide memorials, like the Killing Fields in

Cambodia (Sharpley, 2009a). Certainly, some may find this very concept an unexpected

juxtaposition of conflicting and even contradictory values, since “atrocity heritage introduces

[certain] seriousness into fun while tourism may introduce a trivialisation of the serious”

(Ashworth & Hartmann, 2005: 1). Since tourism is typically characterised as an unrestricted

leisure time activity, with mutual expectations of providing joy, relaxation and fulfilment

(Butcher, 2003), the travel to atrocity heritage on the other hand accomplishes quite the opposite.

It is to say the least unpleasant, most evidently so for victims or those who can associate

themselves with the violence and brutal past on display, but also for others, such as bystanders or

observers, who were not directly involved in the events at hand (Ashworth & Hartmann, 2005).

Providing the visitor with shocking images and horror scenarios of painful 2 histories, this

controversial practice is often portrayed as a macabre, voyeuristic and immoral activity regarded

by some as peculiar and by others as simply distasteful (Coldwell, 2003).

Such negative attributes are strengthened by the increasingly popular opportunity for tourists

interested in the darker side of travel to not only gaze upon human tragedy, but to engross

themselves fully in horrid occurrences of the past. In Vietnam, for example, visitors to the Cu

Chi tunnels, used during the Vietnam war, can crawl underground, while above a firing range

offers the chance to use an AK47; or the ‘reality experience’ at the bunker museum in Germany,

where tourists can spend an exhausting 16 hours dressed as and being treated like former DDR

soldiers (Coldwell, 2003). The interesting question here remains to be why do so many people

voluntarily expose themselves to sites of death and despair? It is, after all, the “great demand for

trips to former massacre sites that makes dark tourism possible in the first place” (Schaller,

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2007). While some have personal links to memorials, for example, survivors or the relatives and

friends of victims, who want to remember and commemorate at such spots, maybe as part of a

personal grieving and Reconciliatory journey, most tourists do not have personal associations

with the events portrayed and it is broadly accepted that their visits serve wider educational

purposes (Schaller, 2007).Overall, research findings and visitor analysis commonly show that

tourists come from a variety of backgrounds and that visits hold divergent expectations, as well

as intentions for the site in question. It is, therefore, difficult to generalize universal motivations

in such politically, culturally and socially sensitive spaces. The hopeful claim, however, holds

that "at places like Auschwitz and the Rwandan Genocide Memorial, people … [visit] to really

understand what happened and are genuinely moved by it” (Coldwell, 2013:1). The expectation

here is that such trips go beyond the obligatory photograph and tick off the bucket list, offering

educational insights into local sensitivities and aspects of violence prevention in future. In this

regard, Schaller (2007) warns that ‘atrocity tourism’ is far from being an eventually harmless

morbid phenomenon and accentuates that in the case of genocide memorialization in Rwanda for

instance, visitors, even though emotionally overwhelmed by what they see, are not able to

understand the roots of the politically complex concept of genocide and its aftermath. Rather,

they adopt 3 simplistic black and white views on perpetrator victim binaries, which lead to a

victimization and demonisation of the groups at hand. Tunbridge and Ashworth (1996) further

stress the contentiousness of ‘genocide tourism’ and the difficulties within heritage interpretation

in their book Dissonant Heritage – The Management of the Past as a Resource in Conflict by

emphasizing that physical memory can exert enormous power that can be exploited for social,

cultural and political interests of immense constructive or destructive potential (Beech, 2009).

Nonetheless, heritage sites do not only vary in their visitor base but even more so in their design

3
and the form of philosophies portrayed. Whereas sacred or patriotic war memorials for example

do not encourage critical engagement with the ethics involved in the events commemorated,

many recently established memorial museums, however, rather underline the horrors and futility,

than the honor and glory previously associated with war (Kelly & Nkabahona, 2010). These

spaces are frequently referred to as peace parks or peace museums. While Holocaust Centers

teach the dangers of intolerance, others recognize the contributions to nonviolence of individuals

such as Mahatma Gandhi and Martin Luther King, or focus on the struggle of freedom after

colonialism and slavery (Kelly & Nkabahona, 2010). Also, there are recent developments giving

attention to the objectives of Reconciliatory in general, such as the Mexico City 1999 Museo,

Memoria Tolerancia that purposefully emphasises the importance of tolerance, as well as

stressing diversity through the historical memory of past atrocities (Museo, Memoria Tolerancia,

1999). This contested association of tourism with peace and Reconciliatory is not a new notion.

While some believe that tourism has little influence on peace and security issues, at least at the

macro level, and that “tourism is far more dependent on peace than peace is on tourism” (Hall et

al., 2004), others argue a different case. Already in the 1980s, tourism consultant Louis

D’Amore (1988a: 154) claimed “through tourism we can come to appreciate the rich human,

cultural and ecological diversity that our world mosaic offers, and to evolve a mutual trust and

respect for one another and the dignity of all life on earth”. His paper Tourism avital force for

peace(1988) accentuates that through travel and international communication people, regardless

of their political, religious or socioeconomic status can discover mutual goals that increase

cooperation between nations, as well as their common understanding (Kelly & Nkabahona,

2010).

A more recent publication, for example, begins with an evenly optimistic foreword, describing

4
the tourism industry as A worldwide social and cultural phenomenon that engages people of all

nations as both hosts and guests, [generating] … connections, [which] spur dialogue and

exchange, break down cultural barriers and promote values of tolerance, mutual understanding

and respect. In a world constantly struggling for harmonious coexistence, these values espoused

by tourism could be integral to building a more peaceful future. (Rifai 2004: November) While

eco-tourism is frequently identified as a helpful instrument in aiding such peace building

purposes, the effectiveness of difficult heritage in this regard, remains to be unclear. The positive

impacts of the former, for example, become visible in the Virunga-Bwindi region crossing

Rwanda, Uganda and the Democratic Republic of Congo (DRC), where collaborative gorilla

tourism management efforts have assisted in meeting peace building goals and development

initiatives through revenue sharing agreements and the implementation of higher security

measures (Strong-Cvetich, 2007). Within the heritage industry, however, impact assessments

concerning overall contributions to peace and Reconciliatory have been more difficult to

measure. This is owed to the overall complexity of such highly sensitive spaces, where

presentations of the past will naturally demonstrate conflicting expectations, priorities and

diverging realities for all stakeholders involved. Ashworth and Hartmann (2005) refer to this

manifestation as dissonant heritage, a “lack of congruence at a particular time or place between

people and the heritage with which they identify”; a continuous circumstance that can provide

damaging or beneficial outcomes for those populations affected by the displayed atrocities. Even

though some form of explanation is typically provided at heritage sites, through exhibits or

guided tours, using a variety of presentation media, it is yet to be determined whether such

spaces actually involve higher educational elements (Kelly & Nkabahona, 2010) and how these

are then interpreted or acted upon by 5 the visitor. Moreover, space and visitor time limitations,

5
as well as power relations, naturally impose a degree of selectivity in the displayed narratives,

images and artefacts, and while ideally they should be truly representative, this is more feasible

in theory than in practice (Kelly & Nkabahona, 2010). Indeed, conflicting priorities can be

located among those consuming memory, such as victims, perpetrators and their relatives, the

new generation, or national and international tourists, and those producing memory, for example,

government ministries, memorial managers, or external organizations (Friedrich & Johnston,

2013).

Dark Camps of Genocide are those sites that mark a concentration of death and atrocity.

Currently, the tourist attractions associated with genocides and wars constitute one of the largest

categories of visiting spots around the world. Auschwitz- Birkenau, Cambodia, and Rwanda, can

be highlighted as being, some of the few sites, where past genocides and mass atrocities

happened. The dark sites and attractions can switch between the darkest black and the lightest

black, being the darkest black the places where death really occurred and because of that use less

tourism infrastructures to attract the visitors, and the lightest black that concerns the

places/attractions where death is recreated and need to use higher tourism infrastructures to

attract tourists. According to this “Darkest-Lightest” framework of supply (Stone), the

continuum represents different levels of contact with the Dark provided by Dark Tourism sites.

On the left side of the image we can see the Darkest Tourism that concerns the sites where

death and suffering have actually occurred, like Auschwitz the world’s most dark destination,

symbolizing the genocide of thousands of Jews. At this level the main goal is to educate tourists

about the place/ event. On the right side of the color scale we are able to see the lightest

tourism, which is performed at sites merely associated with death, and therefore, need to possess

excellent touristic infrastructures created with the intention of being attractions and entertain the

6
tourists, one example is the Dracula Park. (Dark tourism concepts, typologies and sites)

1.2. PROBLEM STATEMENT

The genocide perpetrated against the humanity is always resulting from an ideology of hatred,

where humans are positing to be different from one another. After the genocide, governments

began to strive to reconstruct the nations and construct social cohesion in order to prevent

another possible genocide. Specifically, the governments ‘worldwide aim to fight against any

forms of genocide ideology or the propagation of divisive beliefs, as it is a root cause of the

genocide. In this vein, education associated with visiting memorial sites viewed as a powerful

tool that could help to foster unit and Reconciliatory and combat any kind of divisionism among

humans. However, those who have done such terrible thing do not go to the sites to see what they

have done in order to prevent it from happening again.

1.3. OBJECTIVE OF THE STUDY

1.3.1. GENERAL OBJECTIVE

The main objective of this research is to analyze the contribution of the dark tourism to the

reconciliatory education.

1.3.2. SPECIFIC OBJECTIVES

1. To find out the types of dark tourism suppliers to reconciliatory education

2. Challenges to dark tourism promotion for reconciliatory education

3. Strategies for reconciliatory education through dark tourism in Rwanda.

1.4. RESEARCH QUESTIONS

1. How does a country benefit from dark tourism?

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 2. What are the activities that dark touristic sites help the citizens in Reconciliatory?

3. How education benefits from dark tourism through Reconciliatory?

1.5. SIGNIFICANCE OF THE STUDY

1.5.1. PERSONAL INTEREST

i. This project will help the researcher to apply the knowledge acquired during the research

on contribution of dark tourism to reconciliatory education.

ii. The study will also be helpful to the researcher to fulfill academic requirements for

getting award of Bachelor’s degree in travel and tour management.

1.5.2. SOCIAL INTEREST

This project will be a guideline for other researchers and it will become one of the research

books in University of Tourism, Technology and Business Studies library. In additional, the

result of this research will be benefit for school those are getting knowledge from those

touristic areas.

1.6. SCOPE OF STUDY

This scope was limited to the research of the contribution of dark tourism to the Reconciliatory

education.

1.6.1. GEOGRAPHICAL SCOPE

Due to the limited time and financial means, the study will conduct in management department

of Gisozi memorial genocide located in Rwanda, Kigali City, and gasabo District.

8
1.6.2. TIME SCOPE

This research started by October 2018 and end with submission of the final report of this

research in the end of January 2019.

1.6.3. CONTENT SCOPE

The research topic will base on the link between the dark touristic area and the Reconciliatory

education; how dark tourism does contribute to reconciliatory education.

1.7. LIMITATION OF THE STUDY

Within data collection, one obstacle which may occurs during this process is unavailability of

both types of people involves in giving required information. This may cause delay in

completion of this project on time. but this will be overcame, by visiting the intended people to

be helpful in giving good answers many times so that information can be more reliable.

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 CHAPTER TWO:

REVIEW OF THE RELATED LITERATURE

2.1. INTRODUCTION

In this section, the researcher described and explained the concepts and theories that are relevant

in the field of contribution of dark tourism to the Reconciliatory education order to give a

comprehensive analysis and understanding of the research topic.

2.2. Definition and explanation of key concepts

2.2.1. Leisure is the time when you are not working and you can relax and do things that

you enjoy.

2.2.2. Tourism

Tourism is travel for recreational, leisure, or business purposes. The World Tourism

Organization defines tourists as people "traveling to and staying in places outside their usual

environment for not more than one consecutive year for leisure, business and other purposes".

Tourism has become a popular global leisure activity. After slowly recovering from the

contraction resulting from the late-2000s recession, where tourism suffered a strong slowdown

from the second half of 2008 through the end of 2009, and the outbreak of the H1N1 influenza

virus, international tourist arrivals surpassed the milestone 1 billion tourists globally for first time

in history in 2012. International tourism receipts grew to US$1.03 trillion in 2011, corresponding

10
to an increase in real terms of 3.8% from 2010. In 2012, China became the largest spender in

international tourism globally with US$102 billion, surpassing Germany and United States.

China and emerging markets significantly increase their spending over the past decade, with

Russia and Brazil as noteworthy examples. Tourism is important, and in some cases, vital for

many countries. It was recognized in the Manila Declaration on World Tourism of 1980 as "an

activity essential to the life of nations because of its direct effects on the social, cultural,

educational, and economic sectors of national societies and on their international relations."

Tourism brings in large amounts of income in payment for goods and services available,

accounting for 30% of the world's exports of services, and 6% of overall exports of goods and

services. It also creates opportunities for employment in the service sector of the economy,

associated with tourism. These service industries include transportation services, such as airlines,

cruise ships, and taxicabs; hospitality services, such as accommodations, including hotels and

resorts; and entertainment venues, such as a museums, parks, casinos, shopping malls, music

venues, and theatres.

2.2.3. Dark tourism

Dark Tourism also called as black tourism or grief tourism, which is not a very new activity or

phenomenon in nowadays tourism market, including castles and battlefields, sites of natural or

manmade disaster and the prisons that open to public. The term of dark tourism was first coined

by two researchers, (Malcolm Foley and J. John Lennon: 2000), as a means of describing, the

phenomenon which encompasses the presentation and consumption (by visitors) of real and

commoditized death and disaster sites (Foley and Lennon 1996). A large number of sites

associated with war, genocide, assassination and other tragic events have become significant

tourist destinations, Lennon and Foley call this phenomenon dark tourism (Lennon and Foley

11
2000). The authors even refine this definition further by noting the actions that do and do not

consist of dark tourism. For example, the behavior of friends and families visiting the dark

tourism sites that cannot be categorized as dark tourism. In their book, Lennon and Foley define

dark tourism referring to events that have occurred in recent times, which force the visitor to

question modernity. Lennon and Foley see dark tourism as the commoditization of anxiety and

doubt. (Lennon and Foley, 2002） The University of Central Lancashire undertook the academic

research into dark tourism. They use to say: Dark tourism is the act of travel and visitation to

sites, attractions and exhibitions that have real or recreated death, suffering or the seemingly

macabre as a main theme. (Kendle, 2006). From The Baltic Times, they say: Dark tourism is a

different type of tourist attraction; it is the act of travel and visitation to sites of death, disaster

and the seemingly macabre. Tourists flock to experience sites of past terror that offer up grim

and disturbing tragedies (Webber, 2007).

2.4. Types of dark tourism suppliers

Stone (2006) writes in his article about typology of dark tourism sites from a supply-oriented

view. He presents “Seven Dark Suppliers” in order to construct a conceptual framework in which

the supply of diverse and fragmented dark tourism product may be located. The order of different

suppliers varies from the lightest to the darkest based on Miles’ tourism paradigm presented

above. 1) Dark Fun Factories are entertainment focused sites which present real or fictional death

and macabre events with commercial ethics. Stone brings out “Dracula Park” in Romania as an

example. Situated in a Medieval fortress this entertainment-based site presents the myth of a

bloodsucking aristocrat “Dracula” and it presents the lightest form of dark spectrum. (Stone

2006,)

2) Dark Exhibitions

12
Offer products related to death often with a commemorative, educational and reflective message.

Despite the conservational ethic these sites encompass some tourism infrastructure and

commercial focus. Dark Exhibitions are often located away from the actual site of death or

macabre. These exhibitions tend to provoke rather than narrate. For example, the world-wide

“Body Worlds” exhibition aroused ethical conversation about displaying corpses preserved

through a technique called plastination in the name of health education, anatomy and physiology.

(Stone 2006,)

3) Dark Dungeons present by gone penal and justice codes by bringing the history back through

tours and acts. It is suggested that these sites may occupy the centre-ground of the spectrum,

having both dark and light elements. For instance, the Galleries of Justice in Nottingham, UK,

promoted as the “Family Attraction of the Year”, is created from buildings originally used as

prisons and courts. Entertainment and education as a core product, the Galleries of Justice invites

the visitor to partake in a particular kind of heritage with a marketing line “Feel the Fear”. (Stone

2006,)

4) Dark Resting Places refer mainly to cemetery sites. These revolve around a history-centric,

conservational and commemorative ethic. Perhaps the most famous Dark Resting Place is the

cemetery at Père-Lachaise in Paris, France with almost two million visitors a year. Stone refers

to Association of Significant Cemeteries in Europe (ASCE) that cemeteries are an integral

component of cultural heritage. People visit cemeteries primarily for respecting and

commemorating the loved lost ones but also for exercising, relaxing and studying nature and

local history. It might be that these Dark 14 Resting Places are becoming more commercial and

entertainment focused, as an example celebrity death tours in Hollywood, and in this way sliding

along the spectrum towards Dark Fun Factory. (Stone 2006,)

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5) Dark Shrines are often situated very close to the site of death and within a short time period of

the death occurring. Most Dark Shrines are nonpurposeful for tourism and have very little

tourism infrastructure. These sites have temporal nature and they work as an act of remembrance

and respect for the recently deceased. Media has a big role in presenting sites. As an example

Stone mentions the gates of Kensington Palace which became a focal point for millions of people

at the time Diana, Princess of Wales was killed in 1997. Within a relatively short period of time,

this site was dismantled and reconstructed - with tourism infrastructure – at Althorp House.

(Stone 2006,)

6) Dark Conflict Sites are history-centric, war-related and originally nonpurposeful in the dark

tourism context. These sites essentially have an educational and commemorative focus, although,

Dark Conflict Sites often have strong political ideologies on the background. Due to increased

trips by tour operators, these battlefields and other war-related attractions are becoming more

commercialized. There are differences in the ways of displaying the history between battle sites

based on the chronological distance: those battles which are beyond the living memory often take

on a more romanticized and “fun-led” orientation and, because of this, may be classified as

lighter in the dark tourism spectrum. (Stone 2006,)

7) Dark Camps of Genocide occupy the darkest edge of the dark tourism spectrum. These sites

represent places which have genocide, atrocity and catastrophe as the main thanatological theme.

Dark Camps of Genocide are located at the actual site of the death-event and have a high degree

of political ideology attached to them. Sites such as Auschwitz-Birkenau, the universal symbol

of evil, tell the terrible tales of human suffering. (Stone 2006,)

14
2.5. Challenges in marketing/ promoting dark tourism

The survival of a dark tourism industry relies heavily on the existence of a tourism culture which

allows for an enthusiastic approach to travel by the local population. In many nations, this

culture is still absent. Policies regarding dark tourism tend to be makeshift and informal and do

not have long term strategies in place, making sustainable growth impossible. Most tourism

policies are generally biased towards the development of ecotourism and this bias, termed the

‘Northern Bias’ by Ghimire is what deters the creation of possible dark tourism initiatives

(Ghimire 2001).

In order to allow for the advancement of dark tourism, governments must have existing

information on how the industry has grown so far. Yet, while the importance of dark tourism has

been widely acknowledged, significant research and information on the current role of dark

tourism is still lacking. This is a major constraint to the growth of dark tourism, and this gap

stems from the fact that most countries view dark tourism as secondary to attracting the tourism

market. As a result, there are very few records of dark tourism initiatives; most governments

have put significant effort into promoting ecotourism and tend to find dark tourism particularly

in developing countries, to be less important. This is a continuing trend in developing countries

and hinders the progress of a viable dark tourism industry (Ghimire, 2001).

Dark tourism is often regarded as being less profit generating to the national economy if

compared to ecotourism since it does not generate enough revenue since the volumes of dark

tourists if compared to eco tourists are low in some countries. This is due to lack of awareness

and understanding by visitors of the excellent dark tourism destination in a country and the range

of accommodation options and attractions available. Lack of resources and significant financial,

15
cultural and infrastructural obstacles also hamper efforts aimed at promoting dark tourism, which

would lead to a self-sustaining industry (Poirier, 2000).

Notwithstanding the undoubted impact of technology on the distribution and delivery of dark

tourism services, people remain a critical dimension within the successful delivery of dark

tourism services. The story of successful dark tourism enterprises is one that is largely about

people; how they are recruited, how they are managed, how they are trained and educated, how

they are valued and rewarded, and how they are supported through a process of continuous

learning and career development. In today’s tourism environment, worldwide, the pressing issues

facing the dark tourism sector relate to a combination of recruitment and retention; labor

turnover; skills shortages; training and development opportunities; and workplace conditions

(Baum, 2007)

Dealing with the past is a laborious task as sufferings of real people are involved and not

everyone accepts that stories about atrocities should be told to tourists just for the sake of

entertainment. Charging money for telling horrible and macabre stories is also believed to be

wrong by many, as grief is transformed into a commodity just to please the increasing number of

tourists. Apart from that, dark tourism is very susceptible to poor tourism infrastructure, and bad

press publicity. Besides, the intense competition for especially with similar products like eco-

tourism affects the dark tourism sector performance (Shackley, 2001).

2.6. Strategies for keeping peace building and reconciliation education

Whilst these achievements are highly commendable and necessary, it is important to note that

these undertakings must go hand in hand with the process of national healing and reconciliation.

This has caused the government of Liberia, the United Nations and civil society organizations to

16
develop a strategy paper entitled “A Strategic Roadmap for National Healing, Peace building and

Reconciliation."

One of the major issues that affects the effective development and implementation of peace

building and reconciliation processes and strategies within Liberia, is the lack of a unified

definition of peace building and reconciliation. Separating peace building from ordinary

development work is always a challenge that many peace building and development practitioners

face. Within Liberia, the Roadmap defines reconciliation as “a multidimensional process of

overcoming social, political, and religious cleavages; mending and transforming relationships;

healing the physical and psychological wounds from the civil war, as well as confronting and

addressing historical wrongs including the structural root causes of conflicts in Liberia.

Redefining the Rwandan identity and building a shared sense of Rwandanness is at the Centre of

reconciliation in Rwanda. Memory, truth, justice, confessions and forgiveness have been the core

threads of reconciliation process in Rwanda.

The Rwandan model for unity and reconciliation is inspired and founded on by positive cultural

values that have become monumental in conflict resolution mechanisms, citizenship building,

good governance and economic empowerment Preparing and coordinating the National

program for the promotion of national unity and reconciliation, Putting in place and developing

ways and means to restore and consolidate unity and reconciliation among Rwandans, Educating

and mobilizing the population on matters relating to national unity and reconciliation.

Carrying out research, organizing debates, disseminating ideas and making publications

relating to peace, national unity and reconciliation,

17
Over the last six years of the Commission’s existence, NURC has implemented activities in

line with its mandate through three institutional programme units:

- Civic Education,

- Peace building and conflict

management

- Communication and information

-Civic Education program aimed at promoting informed and responsible citizens.

-Advocacy and support for community initiatives that promote unity and community welfare.

-Promoting partnership with public and civil society institutions for integrating reconciliation

in their work.

- Mainstream peace and reconciliation process in women and youth organizations, community

Associations, cooperatives and religious institutions.

- Establish and build the capacity of Abakangurambaga Institution and student clubs

of unity and reconciliation with a view to ensuring their effectiveness.

-Development of conflict resolution and civic education manual used at grassroots and national

levels.

-Integrating a component of peace, tolerance and reconciliation into National Curriculum for

primary and secondary schools.

18
Education

is the process of facilitating learning, or the acquisition of knowledge, skills, values, beliefs,

and habits. Educational methods include storytelling, discussion, teaching, training, and

directed research. Education frequently takes place under the guidance of educators, but learners

may also educate themselves.[1] Education can take place in formal or informal settings and

any experience that has a formative effect on the way one thinks, feels, or acts may be

considered educational. The methodology of teaching is called pedagogy. Formal education is

commonly divided formally into such stages as preschool or kindergarten, primary

school, secondary school and then college, university, or apprenticeship.

SUMMARY

A dark tourism can play a big importance in education to bring the Reconciliatory in a given

society. This can happen when the history is educated and a big number of a country’s citizens

are educated, here mostly on youth. , setting and implementing corporate policies, monitoring

and quality control procedures.

19
 CHAPTER THREE

RESEARCH METHODOLOGY

3.0. INTRODUCTION

This chapter introduces the techniques that the researcher used to collect the necessary

information. It also presents the methods used to carry out the research such as the research

design, population of the study, the sample size and the data collection tools.

3.1. RESEARCH DESIGN

According to Slesinger & Stephenson, (2003) research design is as an outline, a plan or a

strategy specifying the procedures to be using while investigating the research problem. It

is simply the framework or plan for study used as a guide in collection and analyzing data.

This study adopted a descriptive and analytical design using qualitative and quantitative

research techniques. This research design has selected because it is difficult for the

researcher in this kind of study to manipulate the independent variables. Rather, the

variables will be taken as they occur in their natural setting.

Descriptive research is particularly in social and educational context where the

independent variable cannot manipulate by the researcher.

3.2. POPULATION AND SELECTION OF THE SAMPLE

3.2.1. POPULATION

Polite and Hunger (1999) refer to the population as an aggregate or totality of all the

objects, subjects or members that conform to a set of specifications.

20
During the research of the study, the researcher made ahead a group of approximately 10

employees at Gisozi memorial Genocide site, 10 staffs, 20 of CNLG, 10 from national

Reconciliatory commission and 90 visitors.

For the sample size calculation the researcher has considered the 10 employees at Gisozi

memorial Genocide site, 10 staffs, 20 of CNLG, 10 from national unity and Reconciliation

commission and 90 visitors to form the population of 140 participants which have affected

the sample group participated in this study.

3.2.2. SAMPLING METHOD

Sampling method is the process of selecting elements from a population in such a way that

the sample elements selected represent the population. It’s the process of extracting a

portion of the population from which generalization to the population can be made.

3.2.2.1. SELECTION OF THE SAMPLE

Before investigation of the study, the researcher used a sample selected from key

employees, staffs of Gisozi memorial Genocide site, CNLG, National unity and

Reconciliation commission, visitors, and the reason that asking all members requires a big

need of time. For selecting sample members from a population of 140 formed by 10

employees at Gisozi memorial Genocide site, 10staffs, 20 of CNLG, 10 from national

unity and Reconciliation commission and 90 visitors.

, the researcher used purposive sampling method where the selected are familiar with the

needed information in contribution of dark tourism to Reconciliatory education. This

helped the researcher also to avoid selection error, which takes place if any of the elements

of the population has a higher probability of been selected than the rest.

21
3.2.3. Sampling techniques and sample size

A sampling is a selection of limited number of individuals whereby the study enables to reach

applicable conclusions to parental population (Deldime, 1994). A sample is therefore, the

procedure used to select representative number of the whole population. Due to limited resources

in terms of money and time, and needs for precious of results; it was not possible to study the

whole population (William, 1987), if the sample is selected properly, the information collected

about the sample can represent the entire population. In order to get the sample size, the formula

of Adanza, (1995) was used to obtain a sample size of respondents. Based on this formula, the

sample size is obtained as follow:

N
n¿ =Sample size
¿¿

n= sample size

N= Total population

e= error tolerance (10% or 0.1)

According to the above formula, the following is the sample size:

140
n¿ = 58.3, so the sample size was 58 respondents
1+140 (0 .1) 2

The data was used both primary and secondary source of data in both qualitative and quantitative

methods for the purposes of data triangulation.

Indeed, the self-administered questionnaire and interview used to collect quantitative data

from staffs and employees and those quantitative data have helped to produce inferential

statistics while the interview used to collect qualitative data from the head of staffs of

22
Kigali genocide memorial and this helped in providing narrative statements, which have

been a common base for reaching conclusion.

3.3. INFORMATION GATHERING TECHNIQUES

Information gathering refer to the means by which the researcher solicits information

from responds or from other sources that are relevant to the study problem. The

researcher used the following techniques to gather the required information: interview,

questionnaires and the documentation techniques.

3.3.1. QUESTIONNAIRE TECHNIQUES

A set of questionnaires for obtaining statistically useful information designed and distributed to

each individual. The researcher used this method to gather first-hand information from the

respondents.

3.3.2. INTERVIEW TECHNIQUES

An interview is a conversation where questions asked and answers are given.[1] In common

parlance, the word "interview" refers to a one-on-one conversation between an interviewer and

an interviewee. The interviewer asks questions to which the interviewee responds, usually so

information may be transferred from interviewee to interviewer (and any other audience of the

interview). Sometimes, information can be transferred in both directions. Communication, unlike

a speech, which produces one-way flow of information.

The researcher conduct face to face interviews using interview guide which was composed of

short and clear open-ended questions for 4 staff members and 10 employees of Kigali genocide

memorial.

23
3.4. COLLECTION OF DATA

Primary data were the main source of information for this paper and were collected

through questionnaire to the employees and key staff members. Both quantitative and

qualitative information collected. Key informant questionnaire held with employees and

staff members.

Secondary information for the study obtained from published printed documents and

unpublished documents and reports from different sources like online report provided by

international tourism analysis.

3.5. ANALYSIS OF DATA AND PRESENTATION

The researcher analyzes data variables using excel program to compute for the results. The

outputs of the research have been presented in Chapter five and the result of respondents would

be presented as follows;

Excel pie chart will be used with demographic variables. The researcher will take collected data

to analyze by using Frequency, Percentage and then present the results in form of pie chart and

present showing the benefit.

3.6. ETHICAL CONSIDERATIONS

The purpose of this module is to introduce and discuss ethical issues that should have been

considered when give out the findings and conducting a research topic. Ethical considerations in

research are critical. Ethics are the norms or standards for conduct that distinguish between

acceptable and unacceptable behaviors. For the case of contribution of dark tourism to

Reconciliatory education, the researcher made it clear to them that the information obtained will

not be disclosed as well as the names of the site and respondents involved in the study. Before

24
carrying out this study, the researcher made a request of permission to start from staffs’

authorities and therefore, responses gained from respondents will be treated with total

confidentiality and will be for the site proposes only.

25
 CHAPTER FOUR:

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF THE FINDINGS

4.0. Introduction

The fourth chapter of this research is about the data presentation, analysis and interpretation of

the findings of collected data. It helps the researcher to reach specific objectives. The frequency

analysis done for each question as it appears in the questionnaire and the results presented in

frequency tables. The collected data analyzed in consideration of the research problem and

objectives.

4.1. Profile of the respondents

4.1.1.Identification of respondents according to marital status.

Table 1 The respondents to marital status

Respondents according to marital status Frequency Percentages %

Single 30 52

Married 20 34

Divorced 0 0

Widowed 8 14

Total 58 100

Source: Primary data, 2019

The first objective of this study was to find the current marital status of the respondents. It

revealed that the majority of the respondents were single. The percentage is 52% while those

26
who got married have 34% and the widowed who had 14%. Therefore, the researcher proved that

majority of the respondents was single.

4.1.2. Identification of the respondents visited dark tourism sites.

Shows the identification of the respondents visited dark tourism sites.

Table 2 The respondents visited dark tourism sites

Respondents visited dark sites. Frequency Percentages %

Yes 50 86.2

No 8 13.8

Total 58 100

Source: Primary data, 2019

The second objective of this study was to find out the numbers of those who visited the dark

sites. It revealed that the majority of the respondent visited the dark sites. The percentage of

those who said yes shows 86.2% while those who answered No has 13.8%. The other thing is

that the majority of the respondents are between the ages of 18 to 34. Mostly 70% are students.

Therefore, the researcher proved that majority of the respondents like to visit the dark sites

mostly the students.

4.3. Identification of the respondents according the attraction as the reasons to visit the

sites

Shows the identification of the respondents according to the reason of attraction

27
Table 3 The respondents according to the reason of attraction

The respondents according to the reason of Frequency Percentage %

attraction

Entertainment 0 0

History 10 17.2

Involvement in activity 0 0

Education 47 81

Something to do 0 0

No interest 1 1.8

Total 58 100

Source: Primary data, 2019

As mentioned in this table 3 the majority of respondents their attraction that were applied was

education which shows that 81% of the respondents went to study, when 17.2% were interested

in History. Actual most of the respondents located in Kigali city. The researcher revealed that the

big numbers of respondents are students as shown in table 3.

4.4. Identification of the respondents according the types of dark tourism suppliers

Shows the identification of the respondents according to the types of dark tourism suppliers

Table 4 The respondents according to the types of dark tourism suppliers

The respondents according to the types of dark tourism Frequency Percentage %

suppliers

Dark fun factories 0 0

Dark exhibitions 8 13

Dark dungeons 12 21

28
 Dark resting places 0 0

Dark shrine 0 0

Dark conflict sites 8 14

Dark camps of genocide 30 52

Total 58 100

Source: Primary data, 2019

As mentioned in this table 4 the majority of respondents the type of supplier shows that 52%,

The researcher revealed that the big numbers of respondents visit dark camps of genocide as

shown in table 4.

4.5. Identification of the respondents according to yes or no

Shows the identification of the respondents visited Kigali genocide memorial according to the

answer of Yes or No

Table 5 Respondents visited Gisozi site

respondents visited Gisozi site Frequency Percentages %

Yes 42 72.4

No 16 27.6
Total 58 100
Source: Primary data, 2019

The objective of this study was to find out the numbers of those who visited Kigali genocide

memorial. It revealed that the majority of the respondents visited Kigali genocide memorial. The

percentage of those who said yes shows 72.4% while those who answered No has 27.6%. The

29
other thing is that the majority of the respondents their reason of visiting was education while

others were there to study about history. Therefore, the researcher proved that majority of the

respondents visited Kigali genocide memorial had the purpose of knowing the history and study.

4.6. Identification of the respondents according the main motivator at Kigali genocide

memorial

Shows the identification of the respondents according to main motivator at Kigali genocide

memorial

Table 6 The respondents according to the main motivator at Kigali genocide memorial

The respondents according to main motivator Frequency Percentage %

at Kigali genocide memorial

Rwandan History on genocide 32 55

Close to other popular Rwandan touristic sites 0 0

Thrill seeking and fear factor 10 17

Interaction and live shows 0 0

No interest 16 28

Total 58 100

Source: Primary data, 2019

As mentioned in this table 6 the majority of respondents what motivated them is the history of

Rwandan on genocide that shows 55% of the respondents went to study and know the history,

when 17% were interested in seeking fear factor area and 28% were not interested in visiting the

dark touristic site such as Kigali genocide memorial.

30
4.7. Identification of the respondents according to what needed in the future at Kigali

genocide memorial

Shows the identification of the respondents according to what needed in the future at Kigali

genocide memorial

Table 7 The respondents according to what needed in the future at Kigali genocide

memorial

The respondents according to what needed in Frequency Percentage %

the future at Kigali genocide memorial

Increased audience participation 0 0

Introduction of technology based displays 0 0

More focus on history 0 0

More focus on education reconciliatory 40 69

No interest 18 31

Total 58 100

Source: Primary data, 2019

As mentioned in table 7 the respondents that wanted Kigali genocide memorial to focus on

education reconciliatory in the future their shows 69%, while those that did not respond had

31%. Therefore, the researcher revealed that the majority of the respondents wished that Kigali

genocide memorial should more focus on education reconciliatory.

4.8. Identification of the respondents according to working status

Shows the identification of the respondents according to working status

31
Table 8 Respondents according to working status

respondents according to working Frequency Percentages %

status

Working full time 28 48

Working part-time 10 17

No job 20 35

Total 58 100

Source: Primary data, 2019

The objective of this study was to find out the numbers of the employees even the staffs

according to their working status. The researcher proved that the higher number of the

respondents had the knowledge on the related topic.

4.9. Identification of the respondents according to challenges

Here the question was to ask if there are any challenges faced by the visitors even the workers of

the organizations and mainly those who visit Kigali genocide memorial.

Table 9 Respondents according to the challenges

respondents according to the Frequency Percentages %

32
According to table 9, the majority of the respondents shows that 83% strongly agreed to the

challenges available in visiting the dark sites where mostly the citizen of the country don’t really

visit the dark sites, while those who agreed on 17% think that the challenges are there But not

many.

4.10. Identification of the respondents according to teaching peace and reconciliation

through education

Here the question was to ask if there are strategies to teach peace and reconciliation in Rwandan

through education.

Table 10 respondents according to the teaching peace and reconciliation through education

respondents according to the teaching Frequency Percentages %

peace and reconciliation through

education

Strongly agree 45 77.6

Agree 13 22.4

Total 58 100

Source: Primary data, 2019

According to table 10, the majority of the respondents shows that 77.6% strongly agreed to the

teaching of peace and reconciliation in Rwanda through education, while those who agreed on

22.4%.

4.11. Identification of the respondents on the strategies to overcome challenges

Table 11 Respondents on the strategies to overcome challenges

33
 respondents on the strategies to Frequency Percentages %

overcome challenges

Strongly agree 38 66

Agree 20 44

Total 58 100

Source: Primary data, 2019

According to table 11, the majority of the respondents show that 66% responded that there are

strategies to overcome challenges available in the dark tourism as well as those who strongly

agreed on 44%. The researcher revealed that even though there are some challenges there are

some strategies to overcome those challenges.

34
 CHAPTER FIVE:

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.0. Introductions

This chapter presents the summary of the study, the conclusion, in which the research objectives

achieved, and recommendations, in regards to the findings.

5.1. Summary of findings

It revealed that 86.5% visited dark tourist sites, and it revealed that 70% of the majority that visit

the dark tourist sites are students. The findings also show that 70% of those that visited the dark

sites went to the genocide dark camps.

The findings also show that 70% of visitors their purpose of visiting was to study. In addition the

majority of the respondents 75% strongly agreed that there are challenges in teaching

reconciliation through education in dark tourism. In addition, on the side of the national

reconciliation council shows that they have more strategies on emphasizing the reconciliation in

the citizens through education.

5.2. Conclusion

After further discussion, this research signifies that dark tourism has mainly affected in

reconciliation of Rwandans through education and still one of the major that helps citizens to live

in peace. In addition to that, other countries learn from our country. This research has also helped

to find the strategies used by the national reconciliation council to emphasize reconciliation

through education.

35
5.3. Recommendations

5.3.1. To dark tourism sites

It is better for those sites to emphasize and use more strategies to increase the numbers of visitors

because it will help them to learn more skills on how reconciliation can be maintained.

5.3.2. To government of Rwanda

The government of Rwanda should establish support and proper linkages with each other to have

better connecting to the reconciliatory among citizens of its country on dark tourism through

education.

5.4. Areas for further research

Areas for further research include contribution of dark tourism to reconciliatory education as a

Feature of dark tourism; importance of dark tourism on development of the country’s economy.

36
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1. Richard sharply: (University of Central Lancashire, UK) and Innocent Gahigana

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Anderson, B. (2014). Encountering affect: Capacities, apparatuses,

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39
Appendix i: Questionnaire to visitors at dark tourist site and those of institutions related to

reconciliatory and dark tourism

My name are MUNONOKA Eugene, I am a student at University of Tourism, Technology and

Business Studies (UTB) department of travel and tourism management, as a student who is

finishing his Bachelor’s Degree, I am carrying out a research entitled “The contribution of dark

tourism to reconciliatory education, with a case study of Kigali genocide memorial in Kigali

City”

You have been selected to participate in the research, and you have accepted willingly to answer

to the present questionnaire. The researcher would like to insure you that the answers will only

be used for the study’s purposes, and will be treated with high confidentiality.

Thank you very much!!

Dark tourism involves travel to places associated with death and tragedy, (war memorials,

holocaust museums, etc). This questionnaire will focus on the dark tourism to reconciliatory

education in Rwanda, which is a 'lighter' form of dark tourism that focuses on entertainment by

retelling the dark events in Rwanda's history.

40
1. Which of the following best describes your current marital status?

Married

Widowed

Divorced

Single

2. Have you ever visited any Dark tourism sites?

Yes

No

If yes. Which one?

3. What attract your attention appealed to you about this site?

Entertainment

History

Involvement in activities

Education

Something to do

41
4. What type of dark tourism supplier do you most like to visit?

Dark fun factories

Dark exhibitions

Dark dungeons

Dark resting places

Dark shrine

Dark conflict sites

Dark camps of genocide

5. Have you ever visited Kigali genocide memorial?

Yes

No

If yes, what was the key reason for visiting?

42
6. If you were to visit/ revisit Kigali genocide memorial what would be the main motivator?

Rwandan History on genocide

Close to other popular Rwandan touristic sites

Thrill seeking and fear factor

Interaction and live shows

7. What would you like to see at Kigali genocide memorial in the future?

Increased audience participation

Introduction of technology based displays

More focus on entertainment

More focus on history

More focus on education reconciliatory

43
8. Are you planning to increase peace and reconciliation in Rwandan citizens through

education?

OPEN QUESTION

9. What are the main challenges of dark tourism to reconciliatory education in Rwanda?

10. If there are any challenges, what are the strategies to reconciliatory education in

Rwanda?

11. How are you planning to put those strategies into actions?

44
Appendix ii

Pictures of Reconciliation

45
46