The potential of endogenous learning approaches to gender and development studies in Rwanda

Abstract

This paper argues for a middle-inclusive ground within multiple feminist perspectives from which the potential for the endogenous learning approach to gender and development studies can be grounded. There is a challenge of developing context-specific approaches to learn from Rwanda’s achievements in gender and women empowerment. The study used secondary data sources to explore how endogenous learning is relevant for gender and development studies. We discuss global gender and development issues, the African and Western feminist discourses, while building a case for an endogenous feminist analysis that is rooted within an endogenous development paradigm. An analysis of gender inclusive law making in Rwanda’s parliament and RWAMREC’s MenEngage approach illustrate how Rwanda is using endogenous approaches to address gender-based violence. The study recommends the decolonizing of gender studies, building Community-University-Public Partnerships, and endogenous knowledge research through field-based learning at grass root communities.

Key Words: Endogenous approaches, African Feminisms, Learning for Development, Gender Studies, Rwanda