AUTHOR’S PRE-PRINT VERSION. FOR FINAL VERSION, PLEASE CONSULT: Taylor, L. K., Rwigema, M. J., & Sollange, U. (2014). The Ethics of learning from Rwandan survivor communities: The politics of knowledge production and shared authority within community-school collaboration in genocide and critical global citizenship education. In S. High & Concordia University Centre for Oral History and Digital Storytelling (Eds.), Beyond Testimony and Trauma: Oral History in the Aftermath of Mass Violence. Vancouver: UBC Press. CHAPTER 3 THE ETHICS OF LEARNING FROM RWANDAN SURVIVOR COMMUNITIES: CRITICAL REFLEXIVITY AND THE POLITICS OF KNOWLEDGE PRODUCTION IN GENOCIDE EDUCATION by Lisa Taylor, 1 Umwali Sollange, and Marie-Jolie Rwigema This paper traces some of the key tensions and questions at stake when history-, human rights- and global citizenship education seek to “learn from” 2 the diverse forms of knowledge and collective memory (including testimony) of genocide survivor communities. We are particularly interested in the ethical implications and epistemic challenges when schools and survivor and stakeholder communities seek to build relationships of reciprocity and meaningful collaboration in the teaching and study of the 1994 Rwandan genocide against the Tutsis. 3 The discussion below responds to a main concern propelling this collection: we live in an “age of testimony” 4 and yet the aspirations implicit in testimony’s articulation and study—to document atrocities, to hold perpetrators accountable and to provoke practices of witnessing and coming to terms that might bear upon our conduct as collective inheritors, galvanizing responses that might bring an end to such violence—remain unattained and increasingly uncertain. Questions of representation become increasingly salient in an era characterized by a crisis of witnessing, 5 “second-hand witnessing,” 6 and “post-memory.” 7 In our digitally connected global village, we increasingly find ourselves witnesses not to the original violence but to the witness”