The intersection of gender and language in girls' educational experiences and outcomes in Rwandan basic education

Lizzi O. Milligan, Aline Dorimana, Aloysie Uwizeyemariya, Alphonse Uworwabayeho, Kuchah Kuchah, Laela Adamson, Terra Sprague

Research output: Chapter in Book/Report/Conference proceedingChapter

9 Downloads (Pure)

Abstract

Rwanda is often described as a ‘success story’ in girls’ education, with significant gains in some areas of gender parity. It is also one of the few countries in the world where all children learn from the first day of primary school in a dominant language, in this case, English. Munyaneza and Mugiraneza discuss, in their contribution to this policy brief (page 19), the impact that this is having on learners in the early years. In our study in Rwanda, we focused on girls at the end of both primary (P6) and lower secondary education (S3) to identify the ways that learning in English impacts on girls’ experiences and transitions to latter stages of education. We focus particularly on the years of lower secondary education, when language demands of the curriculum increase, to demonstrate some of the ways that learning in English intersects with socio-economic and cultural gender-based concerns to limit girls’ learning.
Original languageEnglish
Title of host publicationGirls' Education and Language of Instruction
Subtitle of host publicationAn Extended Policy Brief
EditorsLizzi O. Milligan, Laela Adamson
Place of PublicationBath
Pages9-16
Number of pages8
DOIs
Publication statusPublished - 24 May 2022

Keywords

  • girls' education
  • Rwanda
  • basic education
  • language of instruction

Fingerprint

Dive into the research topics of 'The intersection of gender and language in girls' educational experiences and outcomes in Rwandan basic education'. Together they form a unique fingerprint.

Cite this