Continuity and Difference: The Tensions of Inclusive Education in Postcolonial Kenya

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-19 - Postcolonial Dialogues in Educational Research

Abstract

In this paper, Hall’s vector of similarity and continuity and vector of difference and rupture are used to explore inclusive education work in the post-colonial context of Kenya. The concept of articulation is used to examine the post-colonial educational context, specifically examining the conditions and systems that create and maintain segregated school settings for students with disabilities. Though the British colonial era “ended” in Kenya in 1963, not all colonial structures and systems ended equally, and many are still functioning today. Thus, articulating exactly what colonial/post/neocolonialism is remains nebulous and challenging to define.

Authors

• Brent Elder, Syracuse University

• Alan R. Foley, Syracuse University

• Michelle L. Damiani, Hartwick College