LEADER 05228nam 22005773 450 001 9910585992303321 005 20230622202514.0 010 $a9781928502340 010 $a1928502342 035 $a(MiAaPQ)EBC29367366 035 $a(Au-PeEL)EBL29367366 035 $a(CKB)24237956900041 035 $a(OCoLC)1336402406 035 $a(MdBmJHUP)musev2_101725 035 $a(NjHacI)9924237956900041 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/90444 035 $a(FR-PaCSA)88932516 035 $a(FRCYB88932516)88932516 035 $a(Perlego)3562578 035 $a(oapen)doab90444 035 $a(EXLCZ)9924237956900041 100 $a20220714d2022 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aPositioning Diversity in Kenyan Schools $eTeaching in the Face of Inequality and Discrimination 205 $a1st ed. 210 $cAfrican Minds Publishers$d2022 210 1$aAthens :$cAfrican Minds,$d2022. 210 4$dİ2022. 215 $a1 online resource (294 pages) 311 08$a9781928502333 311 08$a1928502334 320 $aIncludes bibliographical references. 327 $aIntroduction -- Diversity in education -- Education and diversity in Kenya -- Diversity experiences and interpretations: biographical perspectives -- Diversity experiences and practices as professional teachers -- A grounded theory of diversity in Kenyan school contexts -- Final thoughts and prospects. 330 $aEducation is considered key for societies to achieve greater social cohesion and equality. Yet, schools, as the main providers of formal education, have increasingly come into question concerning their role in manifesting and perpetuating social categorisations, inequalities and discrimination instead of decreasing existing fragmentations and challenging power relations and hierarchies. As a diverse society, Kenya is faced with power struggles and rivalries between different groups - for instance, along ethnic lines, often constructed deep in colonial history. This affects teaching and learning in school and the result is that Kenya is faced with vast disparities in terms of educational access and success - rendering some social groups marginalised and others favoured. Positioning Diversity at Kenyan Schools explores the ways in which teachers in Kenyan primary and secondary schools experience and deal with social categorisations and diversity in terms of ethnicity, gender, wealth, culture, religion, etc. in their professional practice and in the current education system. Using critical pedagogy and diversity theory as a lens for positioning diversity in Kenyan schools, the questions that this book sets out to answer are: In what ways do the teachers' and schools' practices lead to transformation in terms of more social equality and less discrimination? In what ways do the practices manifest existing group categorisations, hierarchies and discrimination? How can schools and teaching practices in postcolonial Kenya become more inclusive and foster social cohesion and equality? Education is considered key for societies to achieve greater social cohesion and equality. Yet, schools, as the main providers of formal education, have increasingly come into question concerning their role in manifesting and perpetuating social categorisations, inequalities and discrimination instead of decreasing existing fragmentations and challenging power relations and hierarchies. As a diverse society, Kenya is faced with power struggles and rivalries between different groups - for instance, along ethnic lines, often constructed deep in colonial history. This affects teaching and learning in school and the result is that Kenya is faced with vast disparities in terms of educational access and success - rendering some social groups marginalised and others favoured. Positioning Diversity at Kenyan Schools explores the ways in which teachers in Kenyan primary and secondary schools experience and deal with social categorisations and diversity in terms of ethnicity, gender, wealth, culture, religion, etc. in their professional practice and in the current education system. Using critical pedagogy and diversity theory as a lens for positioning diversity in Kenyan schools, the questions that this book sets out to answer are: In what ways do the teachers' and schools' practices lead to transformation in terms of more social equality and less discrimination? In what ways do the practices manifest existing group categorisations, hierarchies and discrimination? How can schools and teaching practices in postcolonial Kenya become more inclusive and foster social cohesion and equality?. 606 $aDiscrimination in education 606 $aEducational equalization 615 0$aDiscrimination in education. 615 0$aEducational equalization. 676 $a379.26 700 $aMo?llendorff$b Malve von$01439161 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910585992303321 996 $aPositioning Diversity in Kenyan Schools$93601354 997 $aUNINA