"Boys Don't Rule Us": Rwandan Girls' Critical Interrogations of Masculine Domination in Classrooms

• In Event: 30.058 - Equitable Education Opportunities

Abstract

This paper explores economically disadvantaged girls’ resistance to masculine dominance in Rwanda’s largest inclusive school. Despite considerable international recognition for Rwanda’s gender parity in parliament, the study reveals the enduring strength of patriarchy in determining leadership and learning limitations for girls in classrooms. Based on 16 in-depth interviews with a purposive sample of 8 Rwandan girls with disabilities, the paper utilizes intersectionality while noting the challenges of ‘importing’ this increasingly popular concept in an East African context. The empirical analysis reveals that cultural and religious norms about authentic African manhood can circumscribe young women to logics of passivity. However, the participants challenge masculine dominance in classrooms by personalizing national calls to rebuild Rwanda through their pursuit of active classroom participation.

Author

• Derron Wallace, Brandeis University