Analyzing Cultural Alignment in Rwandan Sexual and Reproductive Health Education

Rwandan education cannot be understood outside the context of colonization. This study investigates the cultural alignment of Rwandan sexual and reproductive health (SRH) education. Using existing literature on indigenous sexuality and reflective practice from teaching in a Rwandan secondary school, this paper analyzes three SRH curricula to examine the extent to which they incorporate local knowledge versus Western scripts. The analysis focuses on four key areas: the definition of sex, contraception, consent, and female anatomy. The findings reveal significant disconnects, where Western narratives regarding sex and sexuality appear to overwrite or displace indigenous sexual knowledge and practice. This study concludes that to create culturally sensitive and effective SRH curricula, these identified biases must be challenged, and new curricula should be co-produced from within the context of Rwandan culture, practice, and identity.