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Between rhetoric and reality: disabled Rwandan young women's perspectives on gender inequality in school.
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- Author(s): Wallace, Derron; Bayisenge, Jeannette; Karangwa, Evariste
- Source:
Disability & Society; Nov2018, Vol. 33 Issue 10, p1639-1660, 22p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: This article examines the limits of national discussions on gender equality in Rwanda from the perspectives of disabled young women. Based on 16 in-depth interviews and three focus group interviews with disabled Rwandan young women, this article points out that the barriers to gender equality are interpersonal and institutional. The empirical analysis reveals that gender biases at Rwanda's largest inclusive secondary school are reinforced by wider cultural and religious norms, which endorse the subordination of disabled girls and young women in school. The study suggests that the equality rhetoric/reality gap will remain in Rwandan schools and society if the wider cultural and religious institutions are not examined and transformed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Disability & Society is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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