Book chapter
Decolonising Languages and Literacies in Education: The case of Kenya
Language and Decolonisation: An Interdisciplinary Approach, pp.153-164
Routledge, 1st
2024
Appears in Recent Faculty of Education Publications
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Abstract
A shift in mindset is required – from a colonial perspective to a freer mindset that accommodates other literacies, including those from the Indigenous people. Drawing on the example of Kenya, this chapter suggests that decolonising languages and literacies education must start with liberating one’s mind (Thiong’o 1986). In Kenya, strategies have been put in place by activists and proponents of change to decolonise language and literacy practices of individuals and communities. The decolonised literacies that we discussed in this chapter go beyond language and include community assets such as a community’s interconnectedness/relationships; the use of the circle and semi-circle in community meetings and schools, the use of storytelling, riddles, songs and proverbs to transmit knowledge.
Details
- Title
- Decolonising Languages and Literacies in Education: The case of Kenya
- Creators
- Rose Njoki Mutuota - University of New EnglandMutuota Kigotho - University of New England
- Contributors
- Finex Ndhlovu (Editor of compilation) - University of New EnglandSabelo J. Ndlovu-Gatsheni (Editor of compilation) - University of Bayreuth
- Publication Details
- Language and Decolonisation: An Interdisciplinary Approach, pp.153-164
- Publisher
- Routledge; London, UK
- Edition
- 1st
- Number of pages
- 12
- Identifiers
- 991013385949202368
- Copyright
- © 2025 selection and editorial matter, Finex Ndhlovu and Sabelo J. Ndlovu-Gatsheni; individual chapters, the contributors.
- Academic Unit
- Faculty of Education
- Language
- English
- Resource Type
- Book chapter