Integrating Technology and Learner-Centered Education in Rural Kenya: A Culturally Sustaining Approach

• In Event: Postcolonial Engagements With Education Around the World

Abstract

The purpose of this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for learner-centered education. The researchers used case study methods to describe Kenyan teachers’ perceptions of culturally sustaining teaching while participating in the Inquiry Initiative, a three-day professional development series. Data sources included pre- and post-surveys, participant-generated artifacts, and interviews. The findings indicate that the overwhelming majority of participants believed that the teacher’s role should be flexible
and democratic as opposed to authoritative. Participants spoke of their desires to implement authentic, hands-on, relevant teaching that reaches all learners.

Authors

• Shea Kerkhoff, University of Missouri - St. Louis

• Timothy Mikando Makubuya, University of Missouri- St. Louis