Decolonizing Kenya’ s Education: Understanding and Mitigating the Perpetuated Epistemic Violence Through Promotion of Indigenous Language and Culture

• In Event: AERA Roundtable Session Saturday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Coloniality of Language Education, Curriculum, and Pedagogy (Table 7)

Abstract

The education in Kenya is significantly influenced by colonial legacies, which has resulted in epistemic violence against indigenous communities. This study examined the various forms of epistemic violence perpetuated through the current education system to marginalize indigenous languages, including Maa, and aim to dismantle violence within policy frameworks and curricula practices within indigenous territories, to promote cultural heritage in Kenya. The methodology employed in this study employed documents to examine the epistemic violence discussed in indigenous scholarly works in Kenya and globally. The concept of decolonizing education serves as a foundation for recognizing the imprints of colonialism in the educational system and formulating approaches for dismantling such influences and integrating indigenous African knowledge, pedagogical approaches, and resources into the educational process.

Author

• Jackson Mainai Shaa, Texas Tech University