Cross-Cultural Lessons Learned From Inclusive Education Schools in Rwanda in the Time of COVID-19

• In Event: Connecting Communities: Transformative Research Exploring Host and Indigenous Community Perspectives in Preservice Teacher Education Abroad

Abstract

The literature on teacher education over the last two decades highlights the inherent complexities in the relationship between teacher-beliefs and classroom practice (Fang, 1996) and, more specifically the impact of teachers’ beliefs on practice (Brackett, Reyes, Rivers, Elbertson, & Salovey, 2012). At a time, the humanness of our society is being challenged because of our challenges in relating to one another, as well as the current Pandemic situation of COVID-19 it is imperative that research illuminate how cross cultural teachers are approaching the practice of inclusive education in different contexts around the world. Even more important is the need to look at what lessons cross cultural educators can learn from inclusive education as it is currently happening in this context to learn that what lessons can be drawn that can be useful to those interested in cross cultural teaching experiences. Thus, this qualitative study explores how twenty teachers from Kigali in Rwanda perceived their readiness to teach in diverse, inclusive classrooms by examining their beliefs about inclusive education and their perceived readiness to engage in different elements of the inclusive classroom especially during the pandemic. The study also examined the strategies Rwandan teachers adopted to deal with the complexities of their work in inclusive classrooms during this time. This will provide critical implications for teaching and cross-cultural teacher education experiences while working in inclusive settings abroad.

Qualitative methodology provided rich, informative, and intimate accounts through systematic explorations because it afforded for the application of the most detailed, descriptive, and systematic approaches essential to generating a holistic understanding of teachers’ experiences in their work (Creswell, 2007; Denzin & Lincoln, 2005; Patton, 2002). The study utilized in-depth interviews as the main source of data collection because they are an essential component in unearthing information that is not as systematically ascertained through other sources of data collection, (Merriam, 2009; Spradley, 1979; Yin, 2009). In-depth interviews were conducted with twenty teachers working in inclusive settings from five k-12 schools in Kigali region of Rwanda.

The results of this study shed light on what teachers are doing to address with the complexities of their work in inclusive classrooms during the pandemic. It also discusses a framework for teacher preparation programs to equip teacher candidates for the demands of increasingly diverse and inclusive classrooms post pandemic during international and cross-cultural experiences.

Findings encourage new partnerships and collaborations abroad and imagine new possibilities in teacher education by equipping teacher candidates for the demands of increasingly diverse and inclusive classrooms during international and cross-cultural experiences.

Authors

• Wangari Gichiru, Central Connecticut State University
  Presenting Author

• Benjamin Bizimana
  Presenting Author