“Many Kenyas”: Teachers’ Narratives, Perceptions, and Pedagogies of Their Encounters With Diversity

• In Event: Considering International Teachers' Perspectives

Abstract

Learning how teachers understand, think, and teach in complex urban borderlands is important, particularly in postcolonial sites. Kenyan primary teachers at an informal settlement school respond with their perspectives on Kenya’s diversity; how they teach curricula reform objectives such as citizenship for all in their classrooms; and how experiences from their personal lives have shaped their stances on matters related to identity, nationhood, citizenship. How teachers made meaning of curricular objectives and understood concepts of sociocultural plurality, identities, citizenship, and belonging were included in the narratives and held the potential to reimagine constructions of difference; invited a reconceptualization of ideologies related to language and inclusive spaces; and highlighted the need to consider approaches to teaching in diverse classrooms.

Author

• Naheeda Karmali, Plussed