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Physical education for girls in Rwanda: A historical review and analysis of girls’ access to and experience of physical activity

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Abstract:

This conference paper examines the development of girls’ access to and experience of physical education and sport activities in Rwanda. A critical literature review and policy review of the past 30 years will help contextualize the current official physical education curriculum developed by the Rwandan government and the Western NGO-led Sport for Development and Peace movement’s activities implemented at the primary school level. In the context of Rwanda’s strictly defined traditional gender roles, when girls participate in physical activity, they directly challenge what is deemed to be acceptable, normal, and expected of Rwandan girls. Although the Western-led Sport for Development and Peace movement strongly advocates for changes to these strictly defined gender norms, girls and their parents are wary of defying social norms (Brady, 2005). Recently, the Association of Kigali Women in Sports (n.d.) and Insight UK (2007) interviewed a small number of Rwandan girls and women participating in soccer programming and identified the most important challenges to their participation in physical activity as: the burden of domestic chores, not being allowed to wear shorts or pants in rural areas, the general belief that women/girls cannot play, the lack of skills, and poverty- which limits access to proper nutrition, clothing, free time and access to training and equipment. In response to the current difficulties identified by the girls, this paper seeks to review how physical education for Rwandan girls has been conceived and experienced in the recent past.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492714_index.html
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MLA Citation:

Rivard, Lysanne. "Physical education for girls in Rwanda: A historical review and analysis of girls’ access to and experience of physical activity" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492714_index.html>

APA Citation:

Rivard, L. "Physical education for girls in Rwanda: A historical review and analysis of girls’ access to and experience of physical activity" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492714_index.html

Publication Type: Panel Paper
Abstract: This conference paper examines the development of girls’ access to and experience of physical education and sport activities in Rwanda. A critical literature review and policy review of the past 30 years will help contextualize the current official physical education curriculum developed by the Rwandan government and the Western NGO-led Sport for Development and Peace movement’s activities implemented at the primary school level. In the context of Rwanda’s strictly defined traditional gender roles, when girls participate in physical activity, they directly challenge what is deemed to be acceptable, normal, and expected of Rwandan girls. Although the Western-led Sport for Development and Peace movement strongly advocates for changes to these strictly defined gender norms, girls and their parents are wary of defying social norms (Brady, 2005). Recently, the Association of Kigali Women in Sports (n.d.) and Insight UK (2007) interviewed a small number of Rwandan girls and women participating in soccer programming and identified the most important challenges to their participation in physical activity as: the burden of domestic chores, not being allowed to wear shorts or pants in rural areas, the general belief that women/girls cannot play, the lack of skills, and poverty- which limits access to proper nutrition, clothing, free time and access to training and equipment. In response to the current difficulties identified by the girls, this paper seeks to review how physical education for Rwandan girls has been conceived and experienced in the recent past.


Similar Titles:
Policy dialogue on physical education for girls in Rwanda: Using visual participatory methodologies to foster discussion between stakeholders

Girls' rural educational access with community help (Girls' REACH): Policies to increase girls' educational opportunities in rural Lao PDR

Citizenship, Nationalism and Islam: The Hidden Stories of Girls’ Physical, Educational, and Emotional Experiences in Balochistan


 
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