published in Eckert. Die Schriftenreihe Studien des Georg-Eckert-Instituts zur internationalen Bildungsmedienforschung, Vol. 141, V&R unipress GmbH, Göttingen, 2016, pp.45-60
This chapter provides a brief background on relations between Somalia and Kenya, as well as the historical and current status of Somalis in Kenya (refugees and Kenyan nationals) to determine how Kenya’s curriculum positions the conflict within the classroom. When viewed through the framework of education, these conflicts play out in very specific ways, particularly with regard to access and representation. This project looks at the ways in which regional and national conflict are filtered through national institutions and represented in the curriculum. Through an analysis of recently revised social studies textbooks that have been conceptualized, written, edited, and produced on a national level, the project explores textbook portrayals of Somalis specifically, and refugees broadly, in order to analyze the intersections of curricular and state policy in Kenya. Using primary-level social studies textbooks, this study demonstrates that national textbooks thoroughly reflect government policy toward Somali refugees, complemented byarevisionist history that positions Kenya as a victim of regional instability rather than a contributor to that insecurity.
PDF
