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Fawe - The Right Way For Rwanda?: A Case Study of Educational Strategies for Gender Equality and Development
Linköping University, Department of Behavioural Sciences and Learning.
Linköping University, Department of Behavioural Sciences and Learning.
2010 (English)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The background of our field of interest grew out of getting knowledge of an organisation called Forum for African Women Educationalists (FAWE). We learnt that FAWE had created schools in different African countries and that they had formulated gender responsive pedagogy. Through the methodologies of semi-structured interviews and focus group interviews with teachers, students and FAWE representatives, in addition, studies of documents, we wanted to examine what the FAWE educational strategies were and how FAWE was perceived amongst teachers and students at FAWE girls‘ school. Finally, we wanted to understand how and if gender pedagogy can help strivings towards gender equality and development. The study has a qualitative and inductive approach which implies that no theoretical framework was formulated prior to the field study. However, we have formulated a theoretical framework which has served as a tool for analyzing our findings. We have turned to postcolonial feminist theory and development theory on education and gender.Our findings imply importance of understanding the uniqueness in the Rwandan society due to colonialism and genocide, especially when it comes to formulating definitions of gender. Further the Rwandan context is important to keep in mind for donor societies, when formulating demands on Rwanda. For example we will note that international influences on the Rwandan educational system are immense, but what happens if the influences are not coherent with the Rwandan context? Since girls‘ access to education has increased in Rwanda due to among others FAWE Girls‘ School, we also underline the importance for government to meet the girls‘ needs once they have graduated in order to minimise risks of brain drain. In addition we have detected a pattern of understandings amongst the students that financial support to girls is crucial to meet their definitions of gender and gender equality; the girls view financial support as a foundation in order to reach gender equality, or for girls to be able to access arenas that previously belonged to the boys.

Place, publisher, year, edition, pages
2010. , 63 p.
Keyword [en]
Postcolonialism, Gender, Gender Pedagogy, Development Theory, FAWE, Rwanda, Education
National Category
Social Sciences
URN: urn:nbn:se:liu:diva-63452ISRN: LIU-LÄR-L-EX--10/134--SEOAI: diva2:379884
Social and Behavioural Science, Law
Available from: 2011-02-21 Created: 2010-12-20 Last updated: 2011-02-21Bibliographically approved

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