Abstract
Kenya achieved its independence in 1963, after which the post-colonial government promised it would eliminate poverty and illiteracy. To date, this remains a mirage, even after the introduction of free primary education. This chapter interrogates the Kenyan school curriculum, particularly the space under which the curriculum is taught. Most students are not connecting with it because what is taught is mired in colonial thought processes.
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Nyaga, D. (2017). New Possibilities for School Curriculum. In: Phasha, N., Mahlo, D., Dei, G.J.S. (eds) Inclusive Education in African Contexts. Anti-Colonial Educational Perspectives for Transformative Change. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6300-803-7_10
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DOI: https://doi.org/10.1007/978-94-6300-803-7_10
Publisher Name: SensePublishers, Rotterdam
Online ISBN: 978-94-6300-803-7
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