Pedagogies of Place in Kenya and South Africa: Early Childhood Ecologies, Permaculture, and Curriculum

• In Event: Cross-Cultural Storying of Early Childhood Place Pedagogies for World Sustenance

Abstract

Authors reflect on place and pedagogies with children in Kenyan and South African contexts and on ways that local early education programs both reflect and miss opportunities to incorporate local cultures and ecologies in the Anthropocene (Malone, 2018). We argue that decades of neocolonial and neoliberal influence in these countries have led to early childhood policies and programs that did not sufficiently embrace the pedagogies of place for these children. We incorporate anti-colonial theories (Biko, 2002; Fanon, 1952) as a lens in the examination of these early childhood challenges in both countries. In addition, we incorporate theories in the field of Anthropocene to understand children in the post-humanist context (Malone, 2018; Iorio & Tanabe, 2020; Taylor et al, 2012).

Drawing on our research with children and policies, including previous collaborations, autoethnographic reflections, place-based vignettes, and a critical engagement with curriculum in Kenya and South Africa, the paper reflects on the embodied experiences of Indigenous children in both Kenya and South Africa, including our early cultural and educational experiences. These experiences have been impacted by recent educational reforms that are highly influenced by neoliberal policies, educational borrowing (Steiner-Khamsi, 2004) and by place and conditions, including for children growing up in pastoralist communities (Ng’asike, 2014) and post-apartheid challenges with neoliberal education program (Authors, 2013).

The paper further discusses the examples of ways in which culture and local ecologies can be utilized in early years programs, and ways that national and local curriculum often reflect missed opportunities to do so. We also highlight the powerful pedagogies of place reflecting local ecologies and cultures of our colleagues, John Ng’asike and Wycliffe Otieno Yongo. John Ng’asike (Ng’asike, 2014; Ng’asike & Swadener, 2019) does research in Turkana, Kenya focused on Indigenous local knowledge and young children’s learning of science and other content. Yongo has provided opportunities for young children in Kitale, Kenya to engage alongside community members in permaculture gardening and lifestyle practices.

This paper is significant in that both Kenya and South Africa are Global South nations that emerged from colonization in 1963 and 1994, respectively, yet their children continue to experience some neocolonial policies that adversely affect their early childhood programs (Author, 2021, Author, et al, 2008). Such situations are critical to be disseminated through research. The paper also documents encouraging signs amid all these challenging early childhood policies, particularly the emergence and significance of permaculture programs in both nations. These programs, if correctly implemented, can alleviate food insecurity as well as support sustainability in the community. The arguments presented in this paper invite a critical dialogue from other scholars who conduct research in this area in different contexts.

Authors

• Bekisizwe S. Ndimande, University of Texas - San Antonio

• Beth Blue Swadener, Arizona State University