Dissertation/Thesis Abstract

Influences on curriculum and schooling in postcolonial Kenya: A content analysis of primary social studies textbooks
by Omole, Carine, Ed.D., State University of New York at Binghamton, 2016, 189; 10245787
Abstract (Summary)

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.

Indexing (document details)
Advisor: Crowley, Sue M.
Commitee: Carpenter, James, Laats, Adam, West, Michael O.
School: State University of New York at Binghamton
Department: Education
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
Publication Number: 10245787
ISBN: 978-1-369-54297-4
Copyright © 2020 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy