Positioning Diversity in Kenyan Schools : : Teaching in the Face of Inequality and Discrimination.
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 inste...
Saved in:
: | |
---|---|
Place / Publishing House: | Athens : : African Minds,, 2022. ©2022. |
Year of Publication: | 2022 |
Edition: | 1st ed. |
Language: | English |
Physical Description: | 1 online resource (294 pages) |
Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
id |
993552377304498 |
---|---|
ctrlnum |
(MiAaPQ)EBC29367366 (Au-PeEL)EBL29367366 (CKB)24237956900041 (OCoLC)1336402406 (MdBmJHUP)musev2_101725 (NjHacI)9924237956900041 (oapen)https://directory.doabooks.org/handle/20.500.12854/90444 (EXLCZ)9924237956900041 |
collection |
bib_alma |
record_format |
marc |
spelling |
Möllendorff, Malve von. Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. 1st ed. African Minds Publishers 2022 Athens : African Minds, 2022. ©2022. 1 online resource (294 pages) text txt rdacontent computer c rdamedia online resource cr rdacarrier Description based on publisher supplied metadata and other sources. 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? 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?. Includes bibliographical references. English Introduction -- 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. Discrimination in education. Educational equalization. Educational strategies & policy: inclusion Print version: von Möllendorff, Malve Positioning Diversity in Kenyan Schools Athens : African Minds,c2022 9781928502333 |
language |
English |
format |
eBook |
author |
Möllendorff, Malve von. |
spellingShingle |
Möllendorff, Malve von. Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. Introduction -- 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. |
author_facet |
Möllendorff, Malve von. |
author_variant |
m v m mv mvm |
author_sort |
Möllendorff, Malve von. |
title |
Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. |
title_sub |
Teaching in the Face of Inequality and Discrimination. |
title_full |
Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. |
title_fullStr |
Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. |
title_full_unstemmed |
Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. |
title_auth |
Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. |
title_new |
Positioning Diversity in Kenyan Schools : |
title_sort |
positioning diversity in kenyan schools : teaching in the face of inequality and discrimination. |
publisher |
African Minds Publishers African Minds, |
publishDate |
2022 |
physical |
1 online resource (294 pages) |
edition |
1st ed. |
contents |
Introduction -- 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. |
isbn |
1-928502-34-2 9781928502333 |
callnumber-first |
L - Education |
callnumber-subject |
LC - Social Aspects of Education |
callnumber-label |
LC212 |
callnumber-sort |
LC 3212 V66 42022 |
illustrated |
Not Illustrated |
dewey-hundreds |
300 - Social sciences |
dewey-tens |
370 - Education |
dewey-ones |
379 - Public policy issues in education |
dewey-full |
379.26 |
dewey-sort |
3379.26 |
dewey-raw |
379.26 |
dewey-search |
379.26 |
oclc_num |
1336402406 |
work_keys_str_mv |
AT mollendorffmalvevon positioningdiversityinkenyanschoolsteachinginthefaceofinequalityanddiscrimination |
status_str |
n |
ids_txt_mv |
(MiAaPQ)EBC29367366 (Au-PeEL)EBL29367366 (CKB)24237956900041 (OCoLC)1336402406 (MdBmJHUP)musev2_101725 (NjHacI)9924237956900041 (oapen)https://directory.doabooks.org/handle/20.500.12854/90444 (EXLCZ)9924237956900041 |
carrierType_str_mv |
cr |
is_hierarchy_title |
Positioning Diversity in Kenyan Schools : Teaching in the Face of Inequality and Discrimination. |
_version_ |
1787551938505605120 |
fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>04824nam a22004573i 4500</leader><controlfield tag="001">993552377304498</controlfield><controlfield tag="005">20230622202514.0</controlfield><controlfield tag="006">m o d | </controlfield><controlfield tag="007">cr#cnu||||||||</controlfield><controlfield tag="008">220714s2022 xx o ||||0 eng d</controlfield><datafield tag="020" ind1=" " ind2=" "><subfield code="a">1-928502-34-2</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MiAaPQ)EBC29367366</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(Au-PeEL)EBL29367366</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(CKB)24237956900041</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(OCoLC)1336402406</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(MdBmJHUP)musev2_101725</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(NjHacI)9924237956900041</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(oapen)https://directory.doabooks.org/handle/20.500.12854/90444</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(EXLCZ)9924237956900041</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">MiAaPQ</subfield><subfield code="b">eng</subfield><subfield code="e">rda</subfield><subfield code="e">pn</subfield><subfield code="c">MiAaPQ</subfield><subfield code="d">MiAaPQ</subfield></datafield><datafield tag="041" ind1="0" ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="050" ind1=" " ind2="4"><subfield code="a">LC212</subfield><subfield code="b">.V66 2022</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">379.26</subfield><subfield code="2">23</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Möllendorff, Malve von.</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Positioning Diversity in Kenyan Schools :</subfield><subfield code="b">Teaching in the Face of Inequality and Discrimination.</subfield></datafield><datafield tag="250" ind1=" " ind2=" "><subfield code="a">1st ed.</subfield></datafield><datafield tag="260" ind1=" " ind2=" "><subfield code="b">African Minds Publishers</subfield><subfield code="c">2022</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="a">Athens :</subfield><subfield code="b">African Minds,</subfield><subfield code="c">2022.</subfield></datafield><datafield tag="264" ind1=" " ind2="4"><subfield code="c">©2022.</subfield></datafield><datafield tag="300" ind1=" " ind2=" "><subfield code="a">1 online resource (294 pages)</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">computer</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">online resource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="588" ind1=" " ind2=" "><subfield code="a">Description based on publisher supplied metadata and other sources.</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">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? 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?.</subfield></datafield><datafield tag="504" ind1=" " ind2=" "><subfield code="a">Includes bibliographical references.</subfield></datafield><datafield tag="546" ind1=" " ind2=" "><subfield code="a">English</subfield></datafield><datafield tag="505" ind1="0" ind2=" "><subfield code="a">Introduction -- 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.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Discrimination in education.</subfield></datafield><datafield tag="650" ind1=" " ind2="0"><subfield code="a">Educational equalization.</subfield></datafield><datafield tag="653" ind1=" " ind2=" "><subfield code="a">Educational strategies & policy: inclusion</subfield></datafield><datafield tag="776" ind1="0" ind2="8"><subfield code="i">Print version:</subfield><subfield code="a">von Möllendorff, Malve</subfield><subfield code="t">Positioning Diversity in Kenyan Schools</subfield><subfield code="d">Athens : African Minds,c2022</subfield><subfield code="z">9781928502333</subfield></datafield><datafield tag="906" ind1=" " ind2=" "><subfield code="a">BOOK</subfield></datafield><datafield tag="ADM" ind1=" " ind2=" "><subfield code="b">2023-12-07 03:57:43 Europe/Vienna</subfield><subfield code="d">00</subfield><subfield code="f">system</subfield><subfield code="c">marc21</subfield><subfield code="a">2022-07-14 10:31:51 Europe/Vienna</subfield><subfield code="g">false</subfield></datafield><datafield tag="AVE" ind1=" " ind2=" "><subfield code="i">DOAB Directory of Open Access Books</subfield><subfield code="P">DOAB Directory of Open Access Books</subfield><subfield code="x">https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5339353000004498&Force_direct=true</subfield><subfield code="Z">5339353000004498</subfield><subfield code="b">Available</subfield><subfield code="8">5339353000004498</subfield></datafield><datafield tag="AVE" ind1=" " ind2=" "><subfield code="i">DOAB Directory of Open Access Books</subfield><subfield code="P">DOAB Directory of Open Access Books</subfield><subfield code="x">https://eu02.alma.exlibrisgroup.com/view/uresolver/43ACC_OEAW/openurl?u.ignore_date_coverage=true&portfolio_pid=5347757070004498&Force_direct=true</subfield><subfield code="Z">5347757070004498</subfield><subfield code="b">Available</subfield><subfield code="8">5347757070004498</subfield></datafield></record></collection> |