Community‐level Responses to Disability and Education in Rwanda

Abstract

This article explores the meaning of community and perceptions of disability in Rwanda, as revealed through a community‐based ethnographic study. This study took place in Rwanda in an educational policy context driven by international rhetoric about human rights, inclusion and the arguably unachievable Education for All targets. We argue that the emphasis on the inclusion of marginalised groups in Rwanda’s current education policy is a reality on paper, but not in practice. However, we explore the potential for a deeper understanding of community responses to disability, and ways in which the rhetoric and reality gap can be bridged. We consider some of the attitudinal and infrastructural barriers in educational settings and argue that Rwandan communities are resourceful, and can be supported to respond appropriately to children with disabilities.

Keywords:

• community‐based rehabilitation
• community
• disability
• education
• genocide
• inclusion
• poverty
• Rwanda

Acknowledgements

The findings reported here are based on research funded by the Government of Rwanda loan scheme Student Financing Agency for Rwanda, and no restrictions have been imposed on free access to, or publication of, the research data. The author(s) had no financial or other conflicts of interest.