Full Length Research Paper

Philosophical reflections and curricula development: Addressing the challenges of ethnicity and development in Kenya

Buchere P. Brightone, Joseph W. Nasongo* and Lydiah L. Wamocha

Conflict Resolution and Management at the Center for Disaster Management and Humanitarian Assistance, Masinde Muliro University of Science and Technology, Kenya.

*Corresponding author. E-mail: jwamocha@yahoo.com .

Accepted 2 November, 2009

Abstract

For a long period, Kenya has experienced relative peace in its region. However, after the December 2007 general elections, and the subsequent announcement of the disputed presidential election results, the country plunged into unprecedented ethnic conflict that engulfed the entire nation. The conflict was characterized by murder, looting, eviction, rape, arson, burning of food and food stores, destruction of homes, schools, business premises, animals and crops, emotional harassment and other kinds of human abuse. Most survivors ended up in the camps for internally displaced persons (IDPs). The effects of the conflict were felt not only in Kenya but the entire Eastern Africa Region and beyond. In the aftermaths of the conflict, various approaches have been adopted to address the root causes of the conflict and militate against possible future recurrence. Education is considered to be one of the strategic ways through which peace, conflict resolution, and cordial ethnic relations can be developed. In this regard, curriculum development is significant. Curricula development is a professional activity that facilitates the educational process. The national education philosophy stands out as the most important factor that affects this process. This philosophy is usually a concise statement of the decision made by the government in power on the directions and dimensions of the educational programmes in the light of certain factors deemed critical. Curricula practices in most African countries are characterized by problems akin to third world countries. The uniqueness of the African environment, characterized by ethnic diversity, ethnic conflicts, rampant poverty, HIV and AIDS pandemic and the problem of development among others, present formidable challenges to curricula developers. It is thus imperative that curricula developers devise all encompassing approaches that would generate attractive, relevant and effective programmes that would address these problems. This paper examines how the philosophical foundation of curricula can be utilized to tackle the twin issues of ethnicity and development in Kenya. An analysis of factors that hamper the process is undertaken and finally recommendations to facilitate innovative strategies in curricula development were suggested.

Key words: Curriculum, philosophical foundations, ethnicity, development.