The continua of identities in postcolonial curricula: Kenyan students’ perceptions of gender in school textbooks

Foulds, Kim

doi:10.1016/j.ijedudev.2012.03.005

Cited by 24 publications

(19 citation statements)

References 8 publications

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“…The most famous, and successful, example of Kenyan women using their roles as mothers to achieve political gains is the March 1992 hunger strike in Uhuru Park in Nairobi (Stamp 1995;Foulds 2013). The elderly mothers of 52 political prisoners began the strike to force their sons' release and draw attention to human rights violations.…”

Section: K Fouldsmentioning

confidence: 99%

Buzzwords at play: gender, education, and political participation in Kenya

Foulds

2014

Gender and Education

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Section: K Fouldsmentioning

confidence: 99%

Buzzwords at play: gender, education, and political participation in Kenya

Foulds

2014

Gender and Education

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“…While we analyse the manner in which textbooks discuss violence, we also analyse the opportunities textbooks create to promote peacebuilding. It is widely accepted that textbooks are grounded by ideologies -ideologies that, at times, may be in competition with each other (Apple 1990;Altbach 1991;Altbach & Gopinathan 1985;Altbach & Kelly 1988;de Castell 1990;Foulds 2013a;van Brummelen 1990). Controversies over official knowledge, presented by the state in textbooks, signify profound political, economic, and cultural histories (Apple 2014).…”

Section: Peacebuilding Structural Violence and Textbook Analysismentioning

confidence: 99%

Representations of violence in social science textbooks: rethinking opportunities for peacebuilding in the Colombian and South African post-conflict scenarios

Rodríguez-Gómez¹,

Foulds²,

Sayed³

2016

Educ. as change

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Recent years have witnessed violence in educational settings becoming an object of public concern and global mobilisation. International initiatives indicate rising levels of awareness regarding the interconnectedness of violence and education. In this context, international educational agendas identify violence in schools as a challenge to the fundamental rights of children, and as a hindrance to social and economic development. Yet, most of these global initiatives focus on acts of violence-more specifically on teachers' and students' behaviours-neglecting the role of curriculum and textbooks as potential peacebuilding devices. In this study, we analyse the role of textbooks as peacebuilding tools in Colombia and South Africa. These two countries, while situated at different sites on the conflict/post-conflict continuum, both continue to confront the inextricable impact of conflict on social cohesion and peacebuilding. Through an analysis of how Grade 9 social studies textbooks in these countries explain past conflict and how those representations articulate national conflict as part of the peacebuilding process, we find that while there is an extended presence of topics related to conflict and peacebuilding, the textbooks inadequately explore the structural dimension of violence, and the interconnectedness between individual actions, and broader societal arrangements. Rather, through incomplete historical narratives of physical violence, we find that the textbooks analysed become intermediaries of structurally violent regimes, reinforcing the processes and systems that maintain such arrangements.

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“…The political nature of textbooks is widely acknowledged (Apple 1990;Altbach 1991;Altbach and Gopinathan 1985;Altbach and Kelly 1988;de Castell 1990;Foulds 2013). The political nature of textbooks is widely acknowledged (Apple 1990;Altbach 1991;Altbach and Gopinathan 1985;Altbach and Kelly 1988;de Castell 1990;Foulds 2013).…”

Section: Data Collectionmentioning

confidence: 99%

The continua of identities in postcolonial curricula: Kenyan students’ perceptions of gender in school textbooks

Cited by 24 publications

References 8 publications

Buzzwords at play: gender, education, and political participation in Kenya

Buzzwords at play: gender, education, and political participation in Kenya

Representations of violence in social science textbooks: rethinking opportunities for peacebuilding in the Colombian and South African post-conflict scenarios

Beyond the universalized home: identity intersectionalities in western Kenyan students' production of place

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