Toward Democratic Education and Transformational Learning: An Examination of Students' Experiences at Kigali Institute of Education

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Transformative Learning; Social Justice; Educational Change; Foreign Countries; Focus Groups; Interviews; Educational Theories; Death; History; Foreign Policy; Power Structure; Indigenous Populations; Peace; Citizenship; Curriculum; Critical Theory; Teaching Methods; Teacher Student Relationship; Barriers; Democracy; Instructional Materials; Educational Policy; Social Capital; On the Job Training; Faculty Development; Educational Experience; Universities; Teacher Education

978-1-303-43808-0

This dissertation examines the experiences of Kigali Institute of Education students using a framework of democratic education theories. In Rwanda, the discriminatory and non-critical education system is believed to have been one of the major causes for the civil strife that has characterized the country, beginning in its post independence to its culmination in the 1994 genocide. These injustices have been associated with the colonial education system that promoted cultural supremacy over the indigenous populations. Also, such injustices can be blamed on education's failure to incorporate issues of social justice during the educational reconstruction in post-colonial times. After 1994, Rwanda instituted educational reforms, in part, to facilitate the process of democracy, peace building and active citizenship. By reviewing curriculum documents and conducting in-depth and focus group interviews, this study sought to analyze students' and teachers' experiences in light of the post-1994 educational reforms. Central to this investigation was analysis of whether curriculum practices embraced principles of active participation, critical pedagogy, discursive dialogue, and other democratically-oriented teaching practices. This study revealed that teacher-centered pedagogical practices, the culture of conformity, and unquestioned obedience to teachers and authority figures are among the barriers to democratic education. In addition, insufficient study materials and the highly centralized process of curriculum deliberation affected students' involvement and participation in learning. This study concludes that the quality of any policy depends on whether that policy is equally supported by practical activities. Also, this study recommends that the process of building social capital involves large scale efforts. Therefore, it is imperative that schools establish partnerships with civil society organizations, youth groups, cultural institutions and government agencies. Also, this study recommends that democratic education programs be incorporated in the Institute's on-job teacher development strategies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

As Provided

2015

ED561743