Integrating Cultural Values into the Curriculum for Kenyan Schools.
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| Title: | Integrating Cultural Values into the Curriculum for Kenyan Schools. |
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| Language: | English |
| Authors: | Maina, Faith |
| Peer Reviewed: | N |
| Page Count: | 24 |
| Publication Date: | 2003 |
| Document Type: | Opinion Papers |
| Descriptors: | Colonialism, Curriculum Development, Curriculum Problems, Educational History, Foreign Countries, Public Education |
| Geographic Terms: | Kenya |
| Abstract: | A strong cultural identity enables individuals to become independent and self-reliant people who function in their own environment. People who have little sense of their cultural identity or have been alienated from their culture can become dependent and lack skills for meaningful survival in their own environment. This predicament is particularly pronounced in societies that have suffered colonial domination in the past and that find themselves socializing their children with the cultural values and world view of the colonizing power which undermines their own cultural identity. In the republic of Kenya, this problem has been acknowledged and documented by academics and educators. There seems to be a lack of political will to make radical and effective changes to the curriculum. This paper offers a historical overview of colonial education in Kenya, examining curriculum development in a broad outline form, starting with the pre-colonial indigenous curriculum and moving to the colonial and post-colonial curriculum. Kenyan curriculum has failed to live up to the basic definition of the word curriculum and has contradicted a fundamental determinant of curriculum development--failure to integrate the local cultural values into the curriculum. The paper provides suggestions for addressing some of the problems outlined in the overview. (Author/BT) |
| Entry Date: | 2004 |
| Accession Number: | ED477141 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED477141 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: ED477141 AccessLevel: 3 PubType: Editorial & Opinion PubTypeId: editorialOpinion PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Integrating Cultural Values into the Curriculum for Kenyan Schools. – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Maina%2C+Faith%22">Maina, Faith</searchLink> – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 24 – Name: DatePubCY Label: Publication Date Group: Date Data: 2003 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Opinion Papers – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Colonialism%22">Colonialism</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Problems%22">Curriculum Problems</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+History%22">Educational History</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Education%22">Public Education</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Kenya%22">Kenya</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: A strong cultural identity enables individuals to become independent and self-reliant people who function in their own environment. People who have little sense of their cultural identity or have been alienated from their culture can become dependent and lack skills for meaningful survival in their own environment. This predicament is particularly pronounced in societies that have suffered colonial domination in the past and that find themselves socializing their children with the cultural values and world view of the colonizing power which undermines their own cultural identity. In the republic of Kenya, this problem has been acknowledged and documented by academics and educators. There seems to be a lack of political will to make radical and effective changes to the curriculum. This paper offers a historical overview of colonial education in Kenya, examining curriculum development in a broad outline form, starting with the pre-colonial indigenous curriculum and moving to the colonial and post-colonial curriculum. Kenyan curriculum has failed to live up to the basic definition of the word curriculum and has contradicted a fundamental determinant of curriculum development--failure to integrate the local cultural values into the curriculum. The paper provides suggestions for addressing some of the problems outlined in the overview. (Author/BT) – Name: DateEntry Label: Entry Date Group: Date Data: 2004 – Name: AN Label: Accession Number Group: ID Data: ED477141 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED477141 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 24 Subjects: – SubjectFull: Colonialism Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Curriculum Problems Type: general – SubjectFull: Educational History Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Public Education Type: general – SubjectFull: Kenya Type: general Titles: – TitleFull: Integrating Cultural Values into the Curriculum for Kenyan Schools. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Maina, Faith IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2003 |
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