Date of Graduation
1996
Document Type
Thesis
Abstract
The Kenyan government has continuously recognized the potential socialization role of Kenya's history, in particular the topic on Kenya's struggle for independence, as a means of engendering a sense of national consciousness among students. This case study focuses on how this struggle is examined in the current secondary history syllabus, as part of the effort to formulate and implement a relevant syllabus. A qualitative case study design was used to facilitate the study. Consequently, the findings and results are based on the analysis of a triangulation of data, which was collected in Kenya, through interviews, observations, and documents. There were three groups of participants: teachers, administrators, and students. The search for relevance at the syllabus formulation level has meant the partial inclusion of parents and reachers in the process, although it still remains the domain of the Kenya Institute of Education. Also, non-educational factors, particularly in the socio-political environment, has continued to influence what is considered relevant. Likewise, topics which are considered controversial--like mau mau--have been omitted. Unlike the pre- 8-4-4 education system, there are more textbooks written by Kenyans on the struggle. Not only do they provide new information to the students, but they also play a significant role in perpetuating and reinforcing some of the general historical "myths" about Kenya's quest for independence. The translation of the syllabus guideline into relevant practice, by teachers, is influenced by their perceptions of their role as teachers of history, their interpretation of the constructs--nationalism and nationalists--and their attitudes towards students learning. Conversely, students perceptions of the relevance of the unit are influenced mainly by the social folklore surrounding the struggle. However, their main interest is in passing exams. In conclusion, the search for a relevant syllabus which relates the students lives to what is taught, is hampered by: (1) the alienation of teachers from the formulation process, (2) reification of historical knowledge, (3) the audible silences resulting form the omission of the role of women and the mau mau, and (4) the taken for granted knowledge about what constituted the struggle.
Recommended Citation
K'Olewe, Ochieng' Olewe, "The search for relevance in the Kenyan secondary school history: A case study of how the struggle for Kenyan independence is examined." (1996). Graduate Theses, Dissertations, and Problem Reports. 10143.
https://researchrepository.wvu.edu/etd/10143