An Afrocentric Theoretical Framework for Comparative Education Studies in the Great Lakes Region

Contextualizing Rwanda

Abstract

This theoretical article addresses the persistent epistemological gap in comparative education, where studies in African contexts are often analyzed through externally derived, Eurocentric theoretical lenses that marginalize indigenous knowledge systems and local paradigms. The objective is to construct a robust, Afrocentric theoretical framework specifically designed for comparative education studies within the Great Lakes Region, using Rwanda as a contextual anchor. The methodology involves a critical synthesis of established Afrocentric principles—such as agency, centeredness, and cultural location—with the specific historical, sociopolitical, and philosophical realities of the Great Lakes. This is augmented by an analysis of post-genocide Rwandan educational policies that explicitly integrate indigenous values like *ubwiyunge* (reconciliation) and *ubumwe* (unity) into its national curriculum. The central argument posits that applying this contextualized framework reveals the inadequacy of universalist models and allows for a more authentic, culturally-grounded analysis of educational transfer, policy appropriation, and pedagogical practices. The significance of this work lies in its contribution to the intellectual decolonization of comparative education, offering a tool for scholars to center African voices and realities in analytical processes. It implies that future research in the region must prioritize endogenous perspectives to accurately understand educational successes, challenges, and innovations, thereby fostering a more equitable and relevant global discourse in the field.