‘Eventually we’ll all become Anglophones’: a narrative inquiry into language-in-education policy in Rwanda

This article recounts the lived experience of a Rwandan English teacher’s journey from his village to international opportunities for scholarship and work, enabled by agency in navigating country’s changing linguistic landscape. Using narrative inquiry research method, study uncovers an insider’s perspective on Rwanda’s switch French English-medium education offers unique participant-centred contribution language-in-education policy. The respondent’s story is interpreted through intersecting conceptual themes imperialism cosmopolitanism, which emerge narrative. decolonisation envisioned supportive, multilingual pedagogies rooted cosmopolitanism.