Education Systems, Examination and Failure: A Case Study of Kenyan Teenagers in Four Schools

Autor/inn/en	Carr-Hill, Roy; Mbwika, James; Peart, Edwina
Titel	Education Systems, Examination and Failure: A Case Study of Kenyan Teenagers in Four Schools
Quelle	In: Intercultural Education, 30 (2019) 2, S.214-236 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2018.1529877
Schlagwörter	Foreign Countries; Instructional Materials; High Stakes Tests; Secondary School Teachers; Secondary School Students; Principals; Political Issues; Teaching Methods; Critical Thinking; Academic Failure; Job Skills; Terrorism; Secondary School Curriculum; Christianity; Muslims; Religious Cultural Groups; Religion; Ethnicity; Democracy; Controversial Issues (Course Content); Student Attitudes; Teacher Attitudes; Administrator Attitudes; Kenya + Suchen Sie Ihr Suchwort? Ausland; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Sekundarschüler; Principal; Schulleiter; Politischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Produktive Fertigkeit; Terrorismus; Christentum; Muslim; Muslimin; Kirchliche Gruppe; Religionszugehörigkeit; Ethnizität; Demokratie; Controversial issues; Kontroverse; Schülerverhalten; Lehrerverhalten; Kenia
Abstract	This article reports on a small case study of the impact of instructional materials on students, and the impact of high-stakes testing in Kenya on those who fail; who, because there is very limited employment, are potentially open to radicalisation. The setting is secondary schools in Kenya which, after the 1998 attacks by al-Quaeda and later inter- and intra-community conflicts during the 2008 election, has seen a resurgence in externally sponsored terrorism, this time from Al-Shabaab, with reports that Kenya youth were involved. The case study involved examinations of texts on government, history, politics and religion; interviews with directors, teachers and students at four secondary schools, based partly on scripts extracted from those texts. On the advice of the teachers, we included discussion of the literature the students were exposed to which addressed more directly issues of corruption, democracy, etc. We also had discussions with the Kenyan Institute for Curriculum Development. All groups of interviewees were concerned with growing radicalisation, and saw the examination system, which encouraged rote teaching and learning as against critical thinking and led to large numbers of failed students without any job skills in a precarious employment market, prone to inducements from Al-Shabaab. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01