Effectiveness of educational theories and practices in achieving national unity in Kenya

Abstract

Introduction: Education in Kenya has been tasked since independence in 1964 to be the tool of forging national unity among the ethnic people of Kenya. Surprisingly, negative ethnicity levels have escalated, as witnessed in 1992, 1997, and 2007/2008 ethnic clashes. Purpose: The review investigated theories and practices in Kenyan education with regard to promotion of educational goals for national unity. Methodology: This study employed critique as a philosophical method of investigating phenomena. This study critiqued the theories and practices of education in Kenya with respect to how they influence the attainment of national unity. Results: Education theories and practices in Kenya lack metaphysical contact with the Kenyan people as they emphasise much individual progress as opposed to communal development. The philosophies that underpin education such as pragmatism, existentialism and humanism propagate Western metaphysical perspectives as opposed to African metaphysical perspectives like communalism, hierarchical continuum, and continuity. Recommendations: This study recommended curriculum changes in History & Government to ensure that content therein does not elevate ethnic consciousness as opposed to national consciousness, a new subject area African Religious Education should be introduced, and Kiswahili should be considered as the Language of instruction in primary education to ensure attainment of national unity.