This study critically examines educational policies that have guided Kenyan curriculum development and textbooks production since 1963. It establishes the influence of Western countries in Kenyan educational policies through financial and technical aid. The study also analyzes how Kenyan primary social studies textbooks depict different forms of knowledge in relation to students’ lived realities. Using grounded theory methodology, the study shows that textbooks represent Kenya as a society in transition which began with the colonial era. In this transition, multiple cultures, including; African Asian, European, and Middle East, operate in Kenya. Consequently, there are emerging hybrid identities and cultures in the country. Despite this hybridity, textbooks portray a hegemonic view of European knowledge while undermining African values. Because of the complexities of transition and hybridity, there are contradictions in the presentation of some cultural values.
|Advisor:||Crowley, Sue M.|
|Commitee:||Carpenter, James, Laats, Adam, West, Michael O.|
|School:||State University of New York at Binghamton|
|School Location:||United States -- New York|
|Source:||DAI-A 78/06(E), Dissertation Abstracts International|
|Subjects:||African Studies, Education Policy, Education|
|Keywords:||Critical theory, Curriculum, Education, Hybridity, Kenya, Textbooks|
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