The school experience of Rwandan students: Diversity of trajectories and inequalities
This article examines the diversity of trajectories after primary schooling for Rwandan children in order to understand the meaning they give them and the ways in which children adapt and/or resist to these trajectories. Using a part of the results from a doctoral research that focused on school experience of sixth-grade students in public schools of Kigali in Rwanda, between 2015 and 2018, this article shows that children’s trajectories after completing their primary schooling are differentiated according to their school performance and their social background, chiefly because the orientation takes place early. It also shows what promotes or hinders children’s access to the school culture and their ownership by insisting on educational policies, practices and on family socio-economic conditions.