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Title
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Unity over diversity? Teachers' perceptions and practices of multicultural education in Kenya
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Author
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Abstract
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| The current paper analyses how multicultural education is perceived and practised by secondary school teachers in Kenya, an ethnically diverse African country with a history of inter-ethnic tensions. The authors have conducted a large-scale survey among 925 secondary school teachers in Nairobi, complemented by 68 in-depth follow-up interviews. They analyse five dimensions of multicultural education using quantitative and qualitative methods . Their approach and focus are empirically and methodologically innovative since most studies in the field of multicultural education remain qualitative in nature, analyse attitudes of pre-service teachers, and are predominantly conducted in the United States. While Kenyan teachers value multicultural education and to a lesser extent implement multicultural teaching strategies, their findings indicate that Kenyan teachers seem to attach more importance to promoting unity than to recognising and celebrating diversity at school. |
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Language
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English
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Source (journal)
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Compare : a journal of comparative and international education. - Abingdon
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Publication
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Abingdon
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2020
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ISSN
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0305-7925
[print]
1469-3623
[online]
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DOI
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10.1080/03057925.2018.1557037
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Volume/pages
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50
:5
(2020)
, p. 693-712
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ISI
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000544479000005
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Full text (Publisher's DOI)
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Full text (publisher's version - intranet only)
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