The Role of Democracy and Justice in the Transformation of the Rwandan Society
Senior 6 · History
The Role of Democracy and Justice in the Transformation of the Rwandan Society
Lesson 2 of 5
25 min
On 26 May 2003 Rwandan voters approved a new Constitution in a referendum; on 18 December 2015 they voted again, on its revision. On those days every voter decided directly. On most other days, decisions are made by elected deputies and councillors on citizens' behalf. And in a village assembly, an Inteko z'abaturage, residents discuss local problems face to face with their leaders. These are three different forms of democracy, all at work in one country.
Definition
Direct democracy: citizens make decisions themselves, as in a referendum or a citizens' assembly.
Representative (indirect) democracy: citizens elect representatives who make decisions for them.
Participatory democracy: citizens take part in planning, monitoring and decision-making between elections.
Consensual democracy (power-sharing democracy): a form that seeks broad agreement and shares power among parties and groups instead of letting the winner take all.
Retributive justice: justice through punishment proportional to the offence.
Restorative justice: justice that repairs the harm done, involving victims, offenders and the community.
Distributive justice: the fair sharing of resources, opportunities and burdens in society.
Transitional justice: the measures a society uses to deal with a past of mass crimes: trials, truth-telling, reparations, memory and reforms to prevent their return.
| Form | How it works | Examples | Strength and weakness |
|---|---|---|---|
| Direct | citizens vote on decisions themselves | the Assembly of ancient Athens; Rwanda's constitutional referendums of 2003 and 2015; the open-air assemblies of two Swiss cantons | closest to the people; hard to use for every decision in a large state |
| Representative | elected deputies, senators and councillors decide | Rwanda's Parliament and district councils; the parliaments of Kenya and Tanzania | practical for large states; representatives may lose touch with voters |
| Participatory | citizens shape and monitor policy between elections | Inteko z'abaturage; citizens' input to Imihigo performance contracts; the National Umushyikirano Council, which meets at least once a year to debate the state of the nation (Article 140) | builds ownership; depends on genuine freedom to speak |
| Consensual | power is shared and decisions sought by agreement | Rwanda's Constitution: the President and the Speaker of the Chamber of Deputies "cannot come from the same political organisation" (Article 62); the National Consultative Forum of Political Organisations for dialogue (Article 59) | reduces winner-takes-all conflict; may reduce open competition |
| Constitutional (liberal) | majority rule limited by a constitution, rights and courts | most modern democracies | protects minorities; needs strong, independent institutions |
Democracies also differ in how the executive is organised: in a presidential system an elected president leads the government (Kenya); in a parliamentary system the government comes from and answers to parliament (the United Kingdom); many states mix the two.
Figure 2. Rwandan institutions placed on a spectrum from retributive to restorative justice. Drawn by Ganzaa.
Warning
Restorative does not mean "no punishment". Gacaca courts sentenced many people to prison; confession could reduce a sentence and allow part of it to be served as community service, but it did not cancel responsibility. Do not describe Rwanda's post-genocide justice as amnesty.
Tip
Use the spectrum. When asked to "explain the forms of justice used in Rwanda", place each institution on Figure 2 and say what it aims to achieve: punishment, repair, fair sharing or fair process. Then give one strength and one limit of each.
Important
Discuss. Which form of democracy do you take part in most often as a student: direct, representative or participatory? Think of class elections, school councils and village meetings.
Practice
Sources and credits
Written by Ganzaa: the analysis, the spectrum diagram (Figure 2), the table and the exercises.