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Conceptualizing Theoretical Frameworks for Post-colonial Education for Kisii K–12, Kenya

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Advances in Quantitative Ethnography (ICQE 2023)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1895))

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Abstract

This research examined the relationship between the elements of culturally relevant education that might enhance learning for primary and secondary students in the Kisii tribe in Kenya. A mismatch exists between what and how Kisii children learn in school and at home. The study examined elements of culture that can be leveraged to enhance learning, focusing on mathematics. A total of 60 participants, divided into eight focus groups, were interviewed. The themes from the thematic analysis were used as codes in the epistemic network analysis, a quantitative ethnographic technique. This research confirms a mismatch is present between what and how Kisii children learn in school and at home. The epistemic network analysis showed connections between codes from the thematic analysis: initiation, language, heritage, oral traditions, values, beliefs, rewards and punishment, practical over theory, and local STEM. These analyses show elements of culture support learning and teaching for students in Kisii K–12 schools. This multilayered analysis contributes to the cultural integration and augmentation framework and the transfer and adoption of universal principles model.

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Authors and Affiliations

  1. Pepperdine University, Malibu, USA

    Ruth Vitsemmo Akumbu

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  1. Ruth Vitsemmo Akumbu
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Correspondence to Ruth Vitsemmo Akumbu .

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  1. Clemson University, Clemson, SC, USA

    Golnaz Arastoopour Irgens

  2. University of Technology Sydney, Ultimo, NSW, Australia

    Simon Knight

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Akumbu, R.V. (2023). Conceptualizing Theoretical Frameworks for Post-colonial Education for Kisii K–12, Kenya. In: Arastoopour Irgens, G., Knight, S. (eds) Advances in Quantitative Ethnography. ICQE 2023. Communications in Computer and Information Science, vol 1895. Springer, Cham. https://doi.org/10.1007/978-3-031-47014-1_17

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  • DOI: https://doi.org/10.1007/978-3-031-47014-1_17

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