Promoting Nationhood through Teaching: Fallacy or Reality?

By Maropeng M. Modiba and Angela Odhiambo.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

As education in Kenya continues to be improved following independence, amongst others, policy that is aimed at promoting nationhood through teaching History has been introduced. However, teachers lack clear understanding of strategies that can help achieve this. The paper reports on a case study that examined the strategies employed by a History teacher to redress historical insensitivities that have characterised lessons on nationhood. It has four strands. Firstly, it gives a brief account of the context within which Kenyan nationhood is expected to be built. Secondly, it provides a conceptual analysis of nationhood and highlights the implications to Kenya’s aspirations. Thirdly, we describe the research design used in the study. The analysis provides insights into how this teacher’s practices reflected her culture as an index of praxis, her curriculum literacy as a History specialist and the challenges she faced in transferring policy effectively. Finally, we identify the professional competences, conceptual stance and disciplinary strategies that are necessary to implement successfully the policy for History teaching.

Keywords: Kenya, History, Nationhood, Culture, Curriculum Literacy, Policy Transfer

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 5, pp.183-190. Article: Print (Spiral Bound). Article: Electronic (PDF File; 554.589KB).

Prof. Maropeng M. Modiba

Department of Education Studies, University of Johannesburg, Johannesburg, Gauteng, South Africa

Maropeng Modiba teaches Curriculum Development Theory at undergraduate and post-graduate levels. She has a special interest in theories of culturally responsive pedagogy.

Angela Odhiambo

Department of Education Studies, University of Johannesburg, Johannesburg, Gauteng, South Africa

Angela Odhiambo is a PhD student with an interest in Curriculum Studies and Culture and Education.


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