DescriptionPresentation: 'Uncertain terminology: theorising the official perspective on professionalism in Rwanda' While Rwanda has made significant development progress in the two decades following the devastating 1994 genocide, Rwandan teachers continue to occupy a low social position within an environment devoid of meaningful opportunities for professional enhancement. This challenge of professionalism is a cause taken up by both government agencies and teacher-driven movements, with drastically different approaches. Towards understanding the official discourse on professionalization in Rwanda, this presentation reviews the theoretical conceptualisations that surround teacher professionalism in general and then apply them to government policy found within the context. Analysis of policy on teacher development and management provides a version of professionalism characterised by a managerial approach in which teachers are cast in an instrumental role, devoid of agency to pursue professionalization as it is traditionally conceptualised. I then consider the extent to which this policy demonstrates the government’s stated goal of professionalising the field of teaching in Rwanda, or if it presents as a continued reflection of the social and political climate of repression and control.
|Period||5 Jun 2017|
|Location||Bristol, United Kingdom|