Ass. Prof. Sylvestre Nzahabwanayo

Academic rank: 
Associate Professor
Email: 
nzahabwanayo@yahoo.fr
College: 
College of Education(CE)
School/centre: 
School of Education
Department: 
Foundations, Management and Curriculum Studies
Published Papers : 

Books 
1. Nzahabwanayo, S. (ongoing). Citizenship and values education in Rwanda: The need for critical, democratic and cosmopolitan citizenship. The manuscript to be submitted to Routledge very soon. 

2. Nzahabwanayo, S. (2012). Authentic and inauthentic Existence: Martin Heidegger versus Gabriel Marcel. Lambert Academic Publishers. ISBN: 978-3-659-21305-2
The book is available at the following amazon link: http://www.amazon.com/Authentic-Inauthentic-Existence-Heidegger-Gabriel/...

Peer reviewed articles – Publication in ISI
1.    Delphine, M., Nzahabwanayo, S. ; N., Gabriel, N., & Wenceslas, N. (2022). A Psychometric Analysis of the Study Skills Questionnaire for University of Rwanda Undergraduate Students at National Police College. Creative Education, 13(3), 862-885.
2.    Williams, T. P., Nzahabwanayo, S., Lavers, T., & Ndushabandi, E. (2022). The Case of the Vision 2020 Umurenge Programme (VUP). The Politics of Distributing Social Transfers, 90.
3.    Bizimana, B., Njoroge, G. K., Tusiime, M., Nzahabwanayo, S., & Salmon, T. (2022). Acquiring Epistemological and Moral Autonomy in a Different Culture: An Educational Goal in Rwandan Secondary Schools. Multicultural Education, 8(4).
4.    Pells, K., Breed, A., Uwihoreye, C., Ndushabandi, E., Elliott, M., & Nzahabwanayo, S. (2021). ‘No-One Can Tell a Story Better than the One Who Lived It’: Reworking Constructions of Childhood and Trauma Through the Arts in Rwanda. Culture, medicine, and psychiatry, 1-22.
5.    Bizimana, B., Njoroge, G. K., Tusiime, M., Nzahabwanayo, S., & Salmon, T. (2021). The Experience of Learners’ Thinking Autonomy in Rwanda. A Phenomenological Study of Tutors’ Implementation of Competence Based Curriculum. Multicultural Education, 7(12).
6.    Breed, A., Dennison, K., Nzahabwanayo, S., & Pells, K. (2020). Mobile Arts for Peace (MAP): Curriculum for music, dance and drama in Rwanda. In The Applied Theatre Reader (pp. 152-160). Routledge.
7.    Timothy P.W., Nzahabwanayo, S., Lavers, T., & Ndushabandi, E. (2021). Distributing social transfers in Rwanda: The case of the Vision 2020 Umurenge Programme (VUP). ESID Working Paper no. 160. Manchester University: ESID, 1-31. 
8.    Mukingambeho, D., Nzahabwanayo, S., Nzabalirwa, W., Nizeyimana, G. (2020). Variability of study skills among undergraduate students of the University of Rwanda, National Police College. South African Journal of Higher Education, 5(35), 1-32.  
9.    Nzahabwanayo, S., Finchilescu, G., & Divala, J. J. (2019). What are the Qualities of Good Citizenship in Post-genocide Rwanda? High School Teachers Speak Through a Q-Methodological Approach. Interchange, 50(4), 461-499. 
10.    Mukingambeho, D., Nzahabwanayo, S., Nzabalirwa, W., Nizeyimana, G. (2019). Levels of study skills among undergraduate students in Rwanda. The case for the National Police College. Interchange, 50(2), 221-247. 
11.    Nzahabwanayo, S. (2018). Identification and critique of the values education notion at work in the Itorero training scheme for high schools leavers in post-genocide Rwanda. Interchange, 49(1), 111-132. 
12.    Nzahabwanayo, S. (2018). What works in citizenship and values education. Attitudes of trainers towards the Itorero training in post-genocide Rwanda. Rwanda Journal of Education, 4(2), 71-84. 
13.    Nzahabwanayo, S., & J. Divala. (2018). What works in citizenship and values education. Attitudes of high school leavers towards the Itorero training in post-genocide Rwanda. South African Journal of Higher Education, 32(5), 190-210. 
14.    Nzahabwanayo, S., Horsthemke, K., Mathebula, P.T. (2017). Identification and critique of the citizenship notion informing the Itorero training scheme for high school leavers in post-genocide Rwanda. South African Journal of Higher Education, 31(2), 226-250. 
Book chapters 
1. Manirakiza, V., Nzahabwanayo, S., Muhire, I., & Niyitanga, F. (2019). Legal Land Ownership in Rwanda: Overview of the effectiveness of land reform. In Greenen, S., Nyenyezi, A., & Ansoms, A. Conjoncture de l’Afrique Centrale, no 92, 411-435. 
2. Nzahabwanayo, S. (2019). Isano rya Pearson [Pearson correlation]. In Mukama E., Nkusi L. (Eds). Ubushakashatsi mu bumenyi nyamuntu n’imibanire y’abantu [Research methods in the humanities and social sciences], pp. 124-151. African Minds.
3. Breed, A., Dennison, K., Nzahabwanayo, S., & Pells, K. (2020). Mobile Arts for Peace (MAP): Curriculum for music, dance and drama in Rwanda. In The Applied Theatre Reader (pp. 152-160). Routledge. 

Policy Briefs

1. Nzahabwanayo, S. (2017). Reforming citizenship education in post-genocide Rwanda: The case for a revised Itorero training Scheme for high school leavers. Aegis Policy Brief. September, 2017. www.genocideresearchhub.org.rw.

2. Timothy P.W., Nzahabwanayo, S., Lavers, T., & Ndushabandi, E. (2020). Distributing social transfers in Rwanda: The case of the Vision 2020 Umurenge Programme (VUP). ESID Manchester University: ESID. 
 

Brief profile: 
Dr. Sylvestre Nzahabwanayo is an Associate Professor in Philosophy of Education at the University of Rwanda, College of Education (UR-CE). He holds a Post-doctoral Certificate in Curriculum Studies obtained at the University of Johannesburg (UJ) and a PhD in Philosophy of Education completed at the University of the Witwatersrand (South Africa). His research interest is about citizenship/civic education, values and peace education for young people in conflict affected communities. Also, he has interest in decolonizing education where he considers issues related to unpacking the relevance of indigenous knowledges, philosophies, languages, and practices as a way of addressing epistemic injustices. His PhD thesis is about Itorero, a revived non-formal citizenship education program for high school leavers in post-genocide Rwanda. Additionally, he has a strong background in Social Psychology with a focus on understanding people’s subjectivities using Q-Methodology. Dr. Nzahabwanayo has a vast experience in managing large scale grants and projects where he serves in the capacity of Principal Investigator (PI) or Co-Investigator (Co-I).
Research Area: 
Citizenship, peace, and values education in conflict-affected contexts