Epsilon Archive for Student Projects

Abstract

This thesis explores the transformative role of public participation in Rwanda’s rapid urban development, with particular attention to the Green City Kigali (GCK) initiative. Traditional models of urban planning in Rwanda often treat public engagement as a superficial or procedural step, which limits genuine stakeholder influence and fosters resistance rooted in cultural norms and misinformation. In contrast, this study examines a new model that I themed “Pedagogical Approach (PA)”—viewing participation as an ongoing educational and capacity-building process—that seeks to embed civic learning into the fabric of urban planning. Through qualitative research involving interviews with some public servants (planners) from different government institutions, the study reveals that continuous teaching, trust-building, and cultural sensitization are critical for fostering meaningful citizen involvement.

Key findings demonstrate that transforming participation into a sustained learning process facilitates behavioural change, alleviates fears related to displacement and affordability, and cultivates a sense of ownership among citizens/recipients. This approach addresses deeply ingrained norms around land ownership, privacy, and societal hierarchies by employing repetitive engagement, simplified technical communication, and systemic demonstrations of urban standards. Moreover, the findings underscore that patience, empathy, and long-term commitment are essential components enabling this pedagogical strategy to succeed in a context of rapid development and top-down governance.

This research contributes to the broader discourse on participatory urban planning by highlighting the importance of shifting from symbolic consultation toward an embedded culture of civic education. It offers practical policy recommendations for balancing swift infrastructural delivery with the inclusive and educational engagement of communities, ultimately aiming to produce more sustainable, equitable, and socially resilient urban environments. The insights from Rwanda’s experience with GCK provide valuable lessons for other rapidly urbanising contexts seeking to reconcile development imperatives with participatory, culturally sensitive governance.