DOCSLIB.ORG

Language Policy in Rwanda: Shifting Linguistic and Educational Landscape

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Policy in Rwanda: Shifting Linguistic and Educational Landscape Georgia State University ScholarWorks @ Georgia State University Applied Linguistics and English as a Second Department of Applied Linguistics and English Language Dissertations as a Second Language Fall 12-15-2016 Language Policy in Rwanda: Shifting Linguistic and Educational Landscape Pamela Pearson Follow this and additional works at: https://scholarworks.gsu.edu/alesl_diss Recommended Citation Pearson, Pamela, "Language Policy in Rwanda: Shifting Linguistic and Educational Landscape." Dissertation, Georgia State University, 2016. https://scholarworks.gsu.edu/alesl_diss/39 This Dissertation is brought to you for free and open access by the Department of Applied Linguistics and English as a Second Language at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Applied Linguistics and English as a Second Language Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. LANGUAGE POLICY IN RWANDA: SHIFTING LINGUISTIC AND EDUCATIONAL LANDSCAPE by PAMELA PEARSON Under the Direction of Diane Belcher and Gayle Nelson ABSTRACT In the two decades since the 1994 Genocide, Rwanda has experienced pervasive societal change, due in large part to ambitious policymaking in sectors ranging from business to public health to education. Extensive language policies have also been enacted, including a 2008 Cabinet resolution shifting the medium of instruction (MOI) in all public schools from Kinyarwanda and French to English (Republic of Rwanda, 2008). The promotion of English in a formerly francophone nation inspired the present study seeking a closer look at the current state of language planning and policy (LPP) in Rwanda. Toward that end, ethnography of language policy (Hornberger & Johnson, 2007) fieldwork, consisting primarily of linguistic landscape analysis, teacher interviews, and classroom observations, was carried out in Southern Province, Rwanda throughout the 2011-2012 academic year. Four research questions addressing various aspects of the 2008 Cabinet resolution are answered herein through three distinct but interrelated research articles. The first article investigates the current linguistic ecology of Rwanda, utilizing linguistic landscape analysis methodology to explore language use in public spaces. Diachronic comparative analysis uncovers language shift trends (e.g., major English gain, major French loss, negligible Kinyarwanda shift) that converge with national policy initiatives – the language ecological implications of which (e.g. language loss, linguistic diversity) are discussed. The second article reports mainly on the ethnographic interview data. The interviews, conducted with teachers (n = 8) in two public primary schools and two public secondary schools, illuminate (a) the layers and spaces in Rwandan MOI policy and practice, as well as (b) the local realities associated with implementing national language-in-education policy without an articulated plan. The third article, informed predominantly by classroom observation at the four research sites, examines issues related to MOI policy implementation in Rwanda (e.g., classroom language use; English medium instruction vs. mother tongue instruction) as well as its impacts on education (e.g., disparate student access to content and language) through discourse analysis of classroom language use by teachers and students. Taken together, these three “snapshots” form a panorama of the LPP situation of contemporary Rwanda, exposing the shifts occurring across the past five- year period in the Rwandan linguistic and educational landscape. INDEX WORDS: Language-in-education policy and planning, Ethnography of language policy, Medium of instruction, Mother tongue instruction, Classroom language use, Linguistic landscape analysis, Language ecology, Language shift LANGUAGE POLICY IN RWANDA: SHIFTING LINGUISTIC AND EDUCATIONAL LANDSCAPE by PAMELA PEARSON A Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the College of Arts and Sciences Georgia State University 2016 Copyright by Pamela Jo Pearson 2016 LANGUAGE POLICY IN RWANDA: SHIFTING LINGUISTIC AND EDUCATIONAL LANDSCAPE by PAMELA PEARSON Committee Chair: Diane Belcher Gayle Nelson Committee: Viviana Cortes Eric Friginal David Cassels Johnson Electronic Version Approved: Office of Graduate Studies College of Arts and Sciences Georgia State University December 2016 iv DEDICATION I wish to dedicate this work to the indomitable public school teachers and students of Rwanda, both past and present; to my intrepid grandmother Mary, who taught in a one-room schoolhouse in rural Iowa when she was a young woman; to my first teacher, my unfailingly supportive mother, Bonnie, who instilled in me the value of education, although she personally didn’t have the opportunity to pursue it beyond high school; and in loving memory of Pearl, a precious little girl who never got to see the inside of a classroom. v ACKNOWLEDGEMENTS First and foremost, I would like to recognize the Department of Applied Linguistics and ESL for admitting me to the doctoral program back in 2007 and for supporting me and my work over the better part of a decade. The 12th floor of 34 Peachtree was the best academic home I could have ever imagined, and I loved every minute of the long hours I spent at Workstation 14 in the GTA Room. Among the many who shaped my academic career during my time at GSU, primary appreciation goes to my co-chairs, Gayle Nelson and Diane Belcher. Gayle took a chance on me when she took me on as her advisee, and she has been with me every step of the way ever since – including some across Rwanda and over the Virungas and back. You’ve been “fabulous,” Gayle, and the phrase ‘thank you for everything’ feels inadequate to express how grateful I am to and for you, but I really do thank you for everything. Dr. Belcher, it has been an honor to study with you and to have your input on this project. I hope you can see your influence in my work. I made many research decisions based on issues we read about or discussed in QUAL Methods. Huge gratitude also goes to my committee members, Viviana Cortes and Eric Friginal of the Department of AL/ESL at GSU, and David Cassels Johnson of the College of Education at the University of Iowa. Throughout this pursuit, your support, flexibility, patience, and feedback have been greatly appreciated. Viviana, you have played a role in my academic career since January 2004, when I began your Discourse Analysis course at ISU; I am so lucky to have you as a constant in my life. Eric, your enthusiasm and encouragement have always been appreciated. And Dave, it has been an honor to have you serve on my committee. Your work – particularly your colloquium on Ethnography of Language Policy at AAAL 2010 – has inspired this project more than any other scholarship. I hope my work lives up to your vision for your framework. vi In the Department of AL/ESL, I was fortunate to be perennially surrounded by truly outstanding faculty, colleagues, and students. Beyond my committee, I recognize graduate faculty present and past: YouJin Kim, for mentoring me in SLA research and for fun and productive work sessions at White Windmill; Stephanie Lindemann, who recommended I look into the State Department Fulbright in addition to the Department of Education Fulbright-Hays, whose international apportionment ended up getting cut in 2011; John Murphy, Sara Cushing, Lucy Pickering, and Nan Jiang. I enjoyed your classes, and I learned so much from each of you. I am grateful for having had assistantships to teach in the Intensive English Program, mostly because I got the opportunity to work closely with Meredith Bricker; John Bunting, a class act; Alison Camacho, my “lunch buddy” and 一番おともだち; Sharon Cavusgil, a rock solid friend and professional; Marcel Daniels, my Saudi culture and literacy co-investigator; Rachel Da Silva, my Vietnamese pronunciation co-investigator; Jean Daugherty; Cheryl Delk, whose humor was never lost on me (case in point: the perfect attendance list); Louise Gobron, my favorite storyteller and movie date (Rwanda acknowledgement follows); Sarah Kegley, my kindred pet friend and Stone Mountain hiking pal; Margareta Larsson, a wonderful friend and endlessly calming influence; Daphne Orr; Janet Beth Randall; Debra Snell, my treasured housemate and “taximoto” ride to campus (more acknowledgements to come); Amanda Starrick, my fellow Sun Volt/futbol fan and “rock & roll retirement” co-producer; John Stowe, our magical colleague whose sudden loss is still felt to this day; Dara Suchke; and Diana Wrenn. I appreciate each of you for the camaraderie we shared. I would also like to recognize all of the key folks in administration throughout my time at 34 Peachtree: Susan Coleman, Linh Dang, Janie Hardman, Doreen Kincaid, Kerodna Smith, and Patrick Pierre (at the 34 Peachtree security desk). vii For making life in the PhD program so enriching and enjoyable, from the bottom of my heart I thank my classmates/fellow GTAs: Amanda Baker, Paco Barron-Serrano, Luciana Findlay, Eman Ghanem, Sarah Goodwin, Liang Guo, Jack Hardy, Eliana Hirano, Gloria Hu, Magdi Kandil, Iryna Kozlova, Joe Lee, Cassie Leymarie, Man Li, Jason Litzenberg, Lauren Lukkarila, Meg Montee, Kate Moran, Caroline Payant, Brittany Polat, Audrey Roberson, Amanda Lanier Temples, Ashley Titak, Nancy Yanez-Pinto, WeiWei Yang, Lijuan Ye, and Cheongmin Yook. Love you guys, and guess what: I finally get to
Load more

Recommended publications
  • Cultivating Peace Through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges Brittany Fried SIT Study Abroad
    SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Fall 2017 Cultivating Peace through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges Brittany Fried SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the African Languages and Societies Commons, African Studies Commons, Civic and Community Engagement Commons, Educational Assessment, Evaluation, and Research Commons, Educational Sociology Commons, Politics and Social Change Commons, Race and Ethnicity Commons, and the Secondary Education Commons Recommended Citation Fried, Brittany, "Cultivating Peace through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges" (2017). Independent Study Project (ISP) Collection. 2691. https://digitalcollections.sit.edu/isp_collection/2691 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. Cultivating Peace through Teaching History in Rwandan Secondary Schools: Opportunities and Challenges Brittany Fried School for International Training Post-Genocide Restoration and Peacebuilding Academic Director: Celine Mukamurenzi November 29, 2017 List of Abbreviations CADE: College Ami des Enfants CBC: Competence-Based Curriculum CNLG: National Commission for the Fight Against Genocide ECOP: Education for a Culture of Peace GSK: Groupe Scolaire Kinyinya IRDP: Institute of Research and Dialogue for Peace NGO: Non-Governmental Organization REB: Rwanda Education Board S1: Senior 1 S2: Senior 2 S3: Senior 3 S4: Senior 4 S5: Senior 5 S6: Senior 6 UN: United Nations UNESCO: United Nations Educational, Scientific and Cultural Organization 2 Abstract Education has the ability to cultivate a Culture of Peace or Violence.
    [Show full text]
  • Edinburgh Research Explorer
    Edinburgh Research Explorer Translinguistic apposition in a multilingual media blog in Rwanda Citation for published version: Gafaranga, J 2015, 'Translinguistic apposition in a multilingual media blog in Rwanda: Towards an interpretive perspective in language policy research', Language in Society, vol. 44, no. 1, pp. 87-112. https://doi.org/10.1017/S004740451400075X Digital Object Identifier (DOI): 10.1017/S004740451400075X Link: Link to publication record in Edinburgh Research Explorer Document Version: Peer reviewed version Published In: Language in Society Publisher Rights Statement: © Gafaranga, J. (2015). Translinguistic apposition in a multilingual media blog in Rwanda: Towards an interpretive perspective in language policy research. Language in Society, 44(1), 87-112. 10.1017/S004740451400075X General rights Copyright for the publications made accessible via the Edinburgh Research Explorer is retained by the author(s) and / or other copyright owners and it is a condition of accessing these publications that users recognise and abide by the legal requirements associated with these rights. Take down policy The University of Edinburgh has made every reasonable effort to ensure that Edinburgh Research Explorer content complies with UK legislation. If you believe that the public display of this file breaches copyright please contact [email protected] providing details, and we will remove access to the work immediately and investigate your claim. Download date: 24. Sep. 2021 Translinguistic apposition Translinguistic apposition in a multilingual media blog in Rwanda: Towards an interpretive perspective in language policy research Abstract Researchers have called for studies which link the macro and the micro in language policy research. In turn, the notion of ‘micro’ has been theorised as referring either to the micro implementation of macro policies or to micro policies.
    [Show full text]
  • A Practical Guide to Constitution Building: Principles and Cross-Cutting Themes
    A Practical Guide to Constitution Building: Principles and Cross-cutting Themes Nora Hedling This paper appears as chapter 2 of International IDEA’s publication A Practical Guide to Constitution Building. The full Guide is available in PDF and as an e-book at <http://www.idea.int> and includes an introductory chapter (chapter 1), and chapters on building a culture of human rights (chapter 3), constitution building and the design of the executive branch, the legislature and the judiciary (chapters 4, 5 and 6), and decentralized forms of government in relation to constitution building (chapter 7). International IDEA resources on Constitution Building A Practical Guide to Constitution Building: Principles and Cross-cutting Themes © International Institute for Democracy and Electoral Assistance (International IDEA), 2011 This publication is independent of specific national or political interests. Views expressed in this publication do not necessarily represent the views of International IDEA, its Board or its Council of Member States, or those of the donors. Applications for permission to reproduce all or any part of this publication should be made to: International Institute for Democracy and Electoral Assistance (International IDEA) Strömsborg SE -103 34 Stockholm Sweden Tel: +46-8-698 37 00 Fax: +46-8-20 24 22 Email: [email protected] Website: www.idea.int Design and layout by: Turbo Design, Ramallah Printed by: Bulls Graphics, Sweden Cover design by: Turbo Design, Ramallah Cover illustration by: Sharif Sarhan ISBN: 978-91-86565-29-9 This publication is produced as part of the Constitution Building Programme implemented by International IDEA with funding from the Royal Norwegian Ministry of Foreign Affairs.
    [Show full text]
  • School Funding and Equity in Rwanda: Final Report
    School Funding and Equity in Rwanda: Final Report Copyright: Institute of Policy Analysis and Research-Rwanda School Funding and Equity in Rwanda: Final Report Date of Publication: September 2012 Place of Publication: Kigali, Rwanda Published by: Institute of Policy Analysis and Research-Rwanda Copyright: Institute of Policy Analysis and Research-Rwanda Authors: Will Paxton, Research Associate, IPAR and Lillian Mutesi, Research Fellow, IPAR Acronyms and Abbreviations 9YBE Nine Years Basic Education 12YBE Twelve Years Basic Education CCT Conditional cash Transfer CT Cash Transfer CG Capitation Grant DfID (UK) Department for International Development DHS Demographic and Health Survey EICV Household Living Conditions Survey GER Gross Enrolment Rate LARS Learning Achievement in Rwandan Schools LIC Low Income Country NAR Net Attendance Rate NER Net Enrolment Rate MINEDUC Ministry of Education MINALOC Ministry of Local Government MINECOFIN Ministry of Finance NISR National Institute of Statistics Rwanda ODA Overseas Development Aid PETS Public Expenditure Tracking Survey PISA Programme for International Student Assessment PTA Parent Teachers Association REB Rwandan Education Board RWF Rwandan Franc SEN Special Educational Needs TIMMS Trends in International Mathematics and Science Study UNICEF United Nations International Children’s Emergency Fund UNESCO United Nations Education Scientific and Cultural Organisation Executive Summary In 2009 Rwanda introduced 9 Years Basic Education (9YBE) and progress on access to primary education in recent years has been highly impressive. However, the challenges still faced by the Rwandan education system remain significant. These include the need to ensure adequate funding, improvements in quality and ensuring great equity. One key part of responding to these challenges requires an efficient and fair school funding system.
    [Show full text]
  • Harnessing the Potential of ICT for Education in Rwanda
    Policy brief June 2018 Andrew Zeitlin & Jonathan Bower Harnessing the potential of ICT for education in Rwanda In brief • The Government of Rwanda’s Education Sector Strategic Plan describes the use of information and communications technology (ICT) in general as “fundamental” to achieving the socio-economic development outlined in Vision 2050, and its use in education as “critical”. • Technology in education has significant potential to increase equality of access to and use of education materials, but it is important that investments in ICT do not inadvertently worsen inequality. • It is also important not only to bring technology to the schools that have infrastructure, but to also invest in basic infrastructure in the schools that do not have it, so that they can also benefit from educational technology. • Research shows that to have an impact on learning outcomes, ICT interventions also need to be tied to the curriculum and to be well integrated by teachers into classroom instruction. • This policy note describes evidence of strategies to optimise the impact of ICT on learning outcomes. Ideas for growth www.theigc.org Background: Aspirations and challenges for the use of ICT in education in Rwanda How can the Rwandan education system use information and communications technology (ICT) to optimally and equitably enhance learning outcomes? The Government of Rwanda’s Education Sector Strategic Plan for 2018/2019 to 2023/24 (ESSP)1 describes the use of ICT in general as “fundamental” to achieving the socio-economic development outlined in Vision 2050, and its use in education as “critical”. An important feature of the Rwandan context is the One Laptop Per Child policy espoused in the previous ESSP, which comprised a significant investment in access to ICT.
    [Show full text]
  • Struggling to Survive: Barriers to Justice for Rape Victims in Rwanda
    Human Rights Watch September 2004 Vol. 16, No. 10(A) STRUGGLING TO SURVIVE: BARRIERS TO JUSTICE FOR RAPE VICTIMS IN RWANDA I. SUMMARY ........................................................................................................................... 1 II. RECOMMENDATIONS.............................................................................................. 4 III. BACKGROUND ............................................................................................................ 7 Sexual Violence during the 1994 Genocide.......................................................................... 7 Rwandan Women in the Post-Genocide Period................................................................10 IV. BARRIERS TO JUSTICE FOR SEXUAL VIOLENCE CRIMES .....................13 Genocide Prosecutions in the Rwandan Legal System.....................................................13 General Context..................................................................................................................13 Legislation Governing Genocide Trials and Gacaca.....................................................14 Cases of Sexual Violence in Genocide Trials and Gacaca Proceedings.....................18 Obstacles to Reporting Sexual Violence .............................................................................22 Victims’ Concerns Regarding Lack of Evidence ...........................................................23 Stigmatization, Retraumatization, and Inadequate Procedural Protections for Witnesses..............................................................................................................................24
    [Show full text]
  • An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont Mckenna College
    Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 An Analysis of Education Reform in Sub-Saharan Africa Katharine Eger Claremont McKenna College Recommended Citation Eger, Katharine, "An Analysis of Education Reform in Sub-Saharan Africa" (2016). CMC Senior Theses. Paper 1419. http://scholarship.claremont.edu/cmc_theses/1419 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT MCKENNA COLLEGE AN ANALYSIS OF EDUCATION REFORM IN SUB-SAHARAN AFRICA SUBMITTED TO PROFESSOR WILLIAM ASCHER AND DEAN PETER UVIN WRITTEN BY KATHARINE MIRANDA EGER FOR SENIOR THESIS SPRING APRIL 25, 2016 Abstract Sub-Saharan Africa continues to fall behind other developing regions regarding educational attainment, despite recent progress in enrollment. This thesis examines a variety of external conditional factors that could contribute to a country’s relative success, in terms of years spent in school using a prediction model that compares years enrolled in secondary education as a foundation to determine over- and under-performing countries in sub-Saharan Africa. By exploring various educational policies, historical patterns, and projects executed in Rwanda, South Africa, Ghana, and Botswana, this thesis sheds light on four main challenges that can impact educational attainment: ethnic and racial tensions, an acute shortage of learning materials and trained teachers, inappropriate curricula, and high costs of education. Some of these challenges have been met with an array of policies, with mixed results in terms of the soundness and fairness of policies as well as the effectiveness of implementation.
    [Show full text]
  • Rwanda Page 1 of 16
    Rwanda Page 1 of 16 2005 Human Rights Report Released | Daily Press Briefing | Other News... Rwanda Country Reports on Human Rights Practices - 2005 Released by the Bureau of Democracy, Human Rights, and Labor March 8, 2006 Rwanda is a constitutional republic dominated by a strong presidency. The population was 8.4 million. The largely Tutsi Rwandan Patriotic Front (RPF), took power in 1994 and formed a government of National Unity that functioned during the transitional period following the civil war and genocide until 2003, when President Paul Kagame was elected to a seven-year term in largely peaceful but seriously marred elections. The country was affected by continuing instability in the eastern Democratic Republic of the Congo (DRC), where armed rebel groups continued to operate with impunity despite the presence of a UN peacekeeping mission in the DRC. During the first two months of the year, there were unconfirmed reports from credible sources that Rwanda Defense Forces (RDF) troops were at times present in the eastern part of the DRC, particularly following public threats by the Rwandan president in December 2004, which indicated that the government might send RDF troops into the DRC to attack Hutu rebels deemed a threat to its security. However, the government publicly denied allegations that RDF troops were operating in the DRC. Unlike in the previous year, there were no reports that Rwandan rebels in the DRC, known as the Democratic Forces for the Liberation of Rwanda (FDLR), conducted attacks in the northwestern region of Rwanda. The FDLR, largely made up of Rwandan Hutus who fled to the DRC in 1994 after the genocide, continued to be led by many individuals responsible for leading the genocide, and it continued to actively oppose the Kagame government.
    [Show full text]
  • Policy Framework for Social Cohesion
    Rwanda Public Observatory Report Number 4 Policy Framework for Social Cohesion 1 Policy Framework for Social Cohesion Brian Corry July 2012 Kigali Rwanda Published By IPAR - Rwanda © Institute of Policy Analysis and Research, 2012 2 Table of Contents Acronyms and Abbreviations....................................................................................................... 5 List of Tables and Figures............................................................................................................. 6 Acknowledgements........................................................................................................................ 7 Introduction.................................................................................................................................... 8 1. International and Constitutional Framework............................................................................. 9 1.1 International Treaties and Conventions......................................................................... 9 1.2 Rwandan Constitution.................................................................................................... 10 2. National Policy Framework........................................................................................................ 11 2.1 Policies to Empower........................................................................................................ 11 2.1.1 Integrated Child Rights Policy......................................................................... 11 2.1.2
    [Show full text]
  • Une Étude D'un Cas Problématique: Secteur Gahini (District Rukara
    Research on the Gacaca – PRI Report V With the support of the Department for International Development (DfID) September 2003 1 TABLE OF CONTENTS Introduction ___________________________________________________________________ 3 Report Summary _______________________________________________________________ 4 I. Context _____________________________________________________________________ 6 A. PRI’s presence in the field ________________________________________________________ 6 B. General comments about the objectives of the Gacaca tribunals in view of the advancement of the process _________________________________________________________________________ 7 1. Allowing the truth to be known about the genocide: _________________________________ 7 2. Accelerate the genocide trials: Empty the prisons? __________________________________ 12 3. Reconciliation and national unity? ______________________________________________ 13 C. Monitoring of the Gacaca programme and research by the Rwandan government, and Rwandan and international organisations________________________________________________________ 17 II. Case Study: The Gacaca tribunal of the Ibiza, Umwiga and Kabeza cells (Gahini, Rukara and Umutara sectors) __________________________________________________________ 19 A. Ibiza Cell: ____________________________________________________________________ 22 B. The Gacaca tribunal of the Kabeza cell, an unrecognized failure________________________ 27 III. Case Study: The Gacaca tribunal of the Gishamvu cell (Gishamvu, Nyakizu and Butare sectors)
    [Show full text]
  • The Concept of Power Sharing in the Constitutions of Burundi and Rwanda
    THE CONCEPT OF POWER SHARING IN THE CONSTITUTIONS OF BURUNDI AND RWANDA Submitted in partial fulfillment of the requirements for the degree LL.M. (Human Rights and Democratisation in Africa) By CHRISTIAN GARUKA NSABIMANA Prepared under the supervision of Professor Pierre De Vos Faculty of Law University of the Western Cape 31 October 2005. CENTRE FOR HUMAN RIGHTS FACULTY OF LAW UNIVERSITY OF PRETORIA Table of Contents Title page i Table of Contents ii Acknowledgement iiv List of abbreviations v Declaration v The concept of power sharing in the Constitutions of Burundi and Rwanda 1 Chapter I General introduction 1 1.1 Background of the study 1 1.2 Research question 1 1.3 Research methodology 1 1.4 Literature review 2 1.5 Relevance of the study 3 1.6 Limitation of the study 3 1.7 Overview of chapters 3 Chapter II Power sharing 5 2.1 Introduction 5 2.2 Concept of power sharing 7 2.3 Rwanda 8 2.4 Burundi 11 2.5 Conclusion 14 Chapter III Constitutionalism 16 3.1 Introduction 16 3.2 Constitutionalism 16 3.2.1 Assessment of the compliance of the Constitution of Rwanda with the requirements of constitutionalism. 19 3.2.1.1 Separation of powers. 19 3.2.1.2 The rule of law 20 3.2.1.3 The supremacy of the Constitution 20 3.2.2 Assessment of the compliance of the Constitution of Burundi with the requirements of constitutionalism 20 ii 3.2.2.1 Separation of Powers 21 3.2.2.2 The rule of law 21 3.2.2.3 The supremacy of the Constitution 22 3.3 Conclusion 22 Chapter IV Democracy 24 4.1 Introduction 24 4.2 Democracy 24 4.2.1 Rwanda 30 4.2.1.1 Multi-party system 30 4.2.1.2.
    [Show full text]
  • The Concept of Power Sharing in the Constitutions of Burundi and Rwanda
    THE CONCEPT OF POWER SHARING IN THE CONSTITUTIONS OF BURUNDI AND RWANDA Submitted in partial fulfillment of the requirements for the degree LL.M. (Human Rights and Democratisation in Africa) By CHRISTIAN GARUKA NSABIMANA Student No.25442016 Prepared under the supervision of Professor Pierre De Vos Faculty of Law University of the Western Cape 31 October 2005. CENTRE FOR HUMAN RIGHTS FACULTY OF LAW UNIVERSITY OF PRETORIA Table of Contents Title page i Table of Contents ii Acknowledgement iiv List of abbreviations v Declaration v The concept of power sharing in the Constitutions of Burundi and Rwanda 1 Chapter I General introduction 1 1.1 Background of the study 1 1.2 Research question 1 1.3 Research methodology 1 1.4 Literature review 2 1.5 Relevance of the study 3 1.6 Limitation of the study 3 1.7 Overview of chapters 3 Chapter II Power sharing 5 2.1 Introduction 5 2.2 Concept of power sharing 7 2.3 Rwanda 8 2.4 Burundi 11 2.5 Conclusion 14 Chapter III Constitutionalism 16 3.1 Introduction 16 3.2 Constitutionalism 16 3.2.1 Assessment of the compliance of the Constitution of Rwanda with the requirements of constitutionalism. 19 3.2.1.1 Separation of powers. 19 3.2.1.2 The rule of law 20 3.2.1.3 The supremacy of the Constitution 20 3.2.2 Assessment of the compliance of the Constitution of Burundi with the requirements of constitutionalism 20 ii 3.2.2.1 Separation of Powers 21 3.2.2.2 The rule of law 21 3.2.2.3 The supremacy of the Constitution 22 3.3 Conclusion 22 Chapter IV Democracy 24 4.1 Introduction 24 4.2 Democracy 24 4.2.1 Rwanda 30 4.2.1.1 Multi-party system 30 4.2.1.2.
    [Show full text]