Disciplining the Mind for Democratic Citizenship: Pedagogies of Values and Civic Responsibility in Contemporary Education. (Case study of G.S.Kanogo)

Abstract

This study examines the understanding, practices, and challenges associated with civic and values education in Rwanda’s secondary schools, with a particular focus on the concept of "disciplining the mind" as it relates to democratic citizenship. Through a mixed-methods approach, data were collected from 98 participants, comprising 70 students, 25 teachers, and 3 school leaders, using surveys and interviews. The findings reveal that students generally demonstrate strong awareness of civic values, such as respect, responsibility, and fairness, with 87.14% indicating understanding of these concepts. However, there are gaps in the deeper understanding of democracy and the importance of active participation, as evidenced by a 15.71% uncertainty about democracy and a 54.29% feeling that speaking up in school won't lead to change. The research also highlights that while students feel well-prepared for civic activities outside school (100%), their involvement in school decision-making is limited. Teachers and school leaders play a pivotal role in shaping democratic attitudes, with 94.29% of students reporting that teachers set a good example of fairness and respect. Nevertheless, challenges such as large class sizes, insufficient teacher training, and resistance from some parents remain barriers to fully implementing civic education. The study further examines the contrasting interpretations of "disciplining the mind," where some educators view it as a tool for moral conformity, while others align it with fostering critical thinking and ethical reasoning. Despite these challenges, the research suggests that the Competence-Based Curriculum (CBC) offers a promising framework for enhancing democratic values, though its implementation is hindered by varying teacher preparedness. The study concludes with recommendations for enhancing teacher training, increasing student involvement in decision-making, and providing more opportunities for experiential learning. These changes would support the cultivation of responsible, active citizens who are equipped to participate in Rwanda’s evolving democratic society.