Graffiti and Personalised Learning in Inclusive Education Centres: The Case of Rukara Model School in Rwanda | Chapter 6 | Walls That Teach: Graffiti, Education and the Pedagogy of Resistance

 

This chapter explores the intersection of graffiti, personalised learning, and inclusive education within the context of Rukara Model School in Rwanda. As Rwanda continues to position itself as a leader in educational reform on the African continent, inclusive education has become a policy priority aimed at ensuring that all learners, regardless of ability, background, or social status, are afforded equitable opportunities to learn and thrive. Against this backdrop, this chapter examines how graffiti, often dismissed as an informal or even disruptive practice, can be reconceptualised as a valuable pedagogical tool that supports personalised learning pathways and inclusive school cultures. Drawing upon the theoretical lenses of critical pedagogy and visual culture, the chapter argues that graffiti provides learners with opportunities for critical literacy, voice, and participation in ways that traditional pedagogies often fail to achieve. Through a qualitative case study of Rukara Model School, acknowledged as a theoretical and illustrative rather than empirically grounded case, it is illustrated how graffiti projects facilitate personalised learning by engaging students in creative expression, problem-solving, and reflection on social realities. The analysis highlights three key areas: graffiti as a tool for personalising learning experiences, graffiti as a medium for social inclusion and community-building, and graffiti as a catalyst for critical dialogue and social awareness. While the study acknowledges challenges such as cultural misinterpretations, policy tensions, and practical concerns regarding vandalism, it ultimately contends that graffiti can contribute meaningfully to inclusive education if harnessed within structured, participatory frameworks. By presenting Rukara Model School as a theoretical case, this chapter offers insights not only for Rwanda but also for other education systems seeking innovative strategies to realise the promise of personalised and inclusive education.

 

 

Author(s) Details

Kenneth Mukau
Faculty of Education-Department of Educational Foundations, South Africa.

 

Barnabas Muyengwa
University of Rwanda College of Education, Rukara Campus Model School, Rwanda.

 

Please see the book here :- https://doi.org/10.9734/bpi/mono/978-93-47485-01-5/CH6