Reimagining Education in Kenya: A Decolonial Framework for Policy and Social Interventions

• In Event: Roundtable Session 1
  In Refereed Roundtable Session: Decoloniality and inclusive education

Proposal

This paper explores the need for a decolonial framework in reimagining education in Kenya and Africa more broadly. It addresses the urgent need to rethink education in Africa through a decolonial lens, calling for a shift away from Eurocentric educational models that continue to dominate African educational systems (Asante,2022; Kempf, 2010; Quijano,200; Wane, 2018; Wangoola, 2000). Despite numerous efforts to improve education across the continent, African educational experiences are often shaped by complex frameworks rooted in colonial legacies (Dei, 2008; Mazama,2003; Mbembe, 2017). As Asante 2022 and Wane 2019 posit, these approaches fail to account for the cultural, social, and historical contexts of African communities, leading to educational practices that marginalize Indigenous knowledge systems and reinforce existing social and gender inequalities.
Colonial education systems were designed to serve imperial interests, erasing Indigenous knowledge and promoting Western values (Ndlovu-Gatsheni, 2018; Owuor 2008; Torres & Nyaga, 2016). Today, many African countries have retained these Eurocentric models, which prioritize Western epistemologies over local cultures. This has created a disconnect between formal schooling and the lived realities of African peoples. As a result, African learners are often disconnected from their cultural identities and subjected to gendered roles that limit their educational opportunities and social mobility (Duma & Nelson, 2016; Jha et al., 2017; McCready, 2012; Muthaa, 2019; Telson 2019).
This paper examines the intersection of contemporary education and African Indigenous frameworks including decolonial theory, seeking to understand how colonial legacies continue to shape educational systems and social structures in Kenya. It employs decolonial approaches to challenge the dominance of Western educational models and highlight the importance of incorporating African epistemologies and Indigenous knowledge systems in educational reforms. By centering African ways of knowing, it advocates for educational policies that are more Afrocentric (Asante, 2022; Wane, 2014).
A key focus of this paper is the impact of colonial education on gendered labour roles and how these roles affect the educational experiences of boys and girls. In many African contexts, boys are often burdened with physical labour within and outside school settings, as part of their gendered socialization. Furthermore, cultural expectations around masculinity often position boys as future breadwinners, pressuring them to prioritize economic survival over formal education. These gendered roles are deeply embedded in colonial hierarchies that continue to influence African societies, perpetuating cycles of inequality.
The paper proposes a decolonial framework that calls for educational policies and social interventions that are both culturally responsive and equity-driven. This includes reimagining curriculum design, pedagogical practices, and school environments to reflect Indigenous knowledge, values, and communal practices. By embracing African epistemologies and dismantling colonial legacies, Kenya -Africa can develop educational policies and practices that empower its citizens to succeed academically while remaining connected to their cultural identities. This approach has the potential to create long-term social change, fostering greater equity and inclusion in African education systems (Cajete, 2008; Wa Thiongo, 1986)

Author

• Willis Opondo, OISE/University of Toronto