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New Possibilities for School Curriculum

Praxis of Indigenous Peoples in Kenya

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Inclusive Education in African Contexts

Abstract

Kenya achieved its independence in 1963, after which the post-colonial government promised it would eliminate poverty and illiteracy. To date, this remains a mirage, even after the introduction of free primary education. This chapter interrogates the Kenyan school curriculum, particularly the space under which the curriculum is taught. Most students are not connecting with it because what is taught is mired in colonial thought processes.

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Authors
  1. Dionisio Nyaga
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Editors and Affiliations

  1. University of South Africa, South Africa

    Nareadi Phasha

  2. University of South Africa, South Africa

    Dikeledi Mahlo

  3. University of Toronto, Canada

    George J. Sefa Dei

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Nyaga, D. (2017). New Possibilities for School Curriculum. In: Phasha, N., Mahlo, D., Dei, G.J.S. (eds) Inclusive Education in African Contexts. Anti-Colonial Educational Perspectives for Transformative Change. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-803-7_10

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  • DOI: https://doi.org/10.1007/978-94-6300-803-7_10

  • Publisher Name: SensePublishers, Rotterdam

  • Online ISBN: 978-94-6300-803-7

  • eBook Packages: EducationEducation (R0)

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