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God Sets Our Destiny
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The Last Raibuni with M'Angaine O M'Ithiria by Engineer Kiruki Mwithimbu
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Philosophy of Teachers’ Epistemic Belief for Changing Pedagogy
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Philosophy of Teachers’ Epistemic Beliefs for Changing Pedagogy: A Paradigm Shift to Competency-Based Education offers pedagogical insights into the paradigm shift intended by the 21st Century competency-based education. The authors, informed by both policy and research on education, argue that implementation of competency-based education requires anchoring pedagogical explorations on the epistemology of a competency-based curriculum. Research in personal epistemology reveals that teachers enact espoused epistemic beliefs in classroom pedagogical practice. Teachers must be empowered to change their pedagogical competencies by drawing their attention to their default epistemic beliefs which must be replaced by what is aligned with the epistemology of a competency-based curriculum.
The book makes the case that curriculum reforms necessarily imply pedagogical reforms. That is, pedagogy is parasitical on the epistemology of curriculum. The book exposes the underpinning epistemology of competency-based curriculum in Kenya and has gone further to derive epistemic beliefs that teachers should acquire to facilitate their efforts at reforming their pedagogy aligned to Competency-based education.
We live in a time of radical revolution where knowledge is a critical factor in all sectors of society. The education sector is charged with the responsibility of empowering learners as creators of knowledge. Learning how to learn is a key competency in adapting, utilizing and experimenting with novel conceptions of knowledge which includes changing teachers’ epistemic beliefs and attitudes.
This book is resourceful for policy-makers in teacher education, teacher educators at university and teacher training colleges, educationists, practicing classroom teachers, education researchers, school managers and readers interested in facilitating effective pedagogical change for the implementation of competency-based education.
What Others Say
“The authors of this book have competently simplified the technical aspects of CBE in such a way that the reader would readily understand the extent to which CBE is the way forward for nurturing 21st Century skills and competencies through formal education.” – Samson Okuro Gunga, Professor of Philosophy of Education, Faculty of Education, The University of Nairobi.
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Tessy and the Mango Tree
The Vanishing Indigenous Heritage of the Abagusii of Western Kenya
Abagusii are a Bantu-speaking group found in South Western Kenya, also called the Gusii region. Like other indigenous communities in the world, the people of Gusii have a rich heritage that captures their history and culture. The community’s heritage is at the core of their identity. For instance, Abagusii were deeply spiritual, be it in the administration of justice, an individual’s conduct or relationships with others in the society.
As the community settled down, some places became more important to them. Some of these sites assumed spiritual significance. Others became historical with inscriptions that predate the arrival of the group on present-day Gusii. Places such as Ngoro ya Mwaga, at the base of the Manga Ridge, were important to the spiritual lives of Abagusii. It was sacred, and clear rules governed the manner of conduct while visiting the location. Other locations like the caves in Sameta have rock-inscribed writings that have stood the test of time. They predate the group’s arrival in that land. Some developments saw the transformation of people’s lives, such as the building of the first watermills, which substantially eased the tedious work of preparing cooking flour.
This book points to the potential these places hold for present-day Gusii, Kenya and the world. As the authors write, ‘It is also important to note that other than satisfying the social-religious needs of the local community, if well managed and presented, these sites can become a source of cultural heritage tourism.’ Not only would this promote the heritage of the people of Gusii but also become a source of revenue for the two counties of Kisii and Nyamira.
Further, the work underlines the importance of preserving the sites, and the heritage they represent, for future generations and the world at large. Unfortunately, as the land sizes decline in Gusii, there is encroachment and (in many cases) destruction of what was once sacred. When such destruction takes place, it goes with the historical and cultural representation it holds.
Study and Examination Guide
Studying relates to dedicating time and focus to gaining knowledge and skills, and the application thereof, in a given subject or subject area. Effective study involves the efficient use of time and attention to maximize the mastery of the knowledge and skills. Learning how to study effectively is an important skill on its own merit.
Further, effective study requires discipline and consistency in reading, questioning, and identifying important information in the subject of study with the objective of increasing knowledge and skill in the subject area.
As well, effectively studying for tests and examinations is as important as successfully writing the tests and examinations. They involve more than a mastery of the knowledge and skills tested. They require being mentally prepared and being in a good physical condition and alertness. They require a good understanding of how to optimize the short period of time allotted for writing tests and examinations.
This guide is intended to help students three ways; to enable students effectively: (a) study, (b) prepare for tests and examinations, and (c) write tests and examinations. It offers techniques in the three areas which, if consistently applied, would enhance the chances for students performing well in the three aspects. It is a valuable resource for effective learning that goes beyond studying just for passing examinations.
The guide emphasizes the value of knowledge and skills, and hence the need for understanding and skills as well as the application. It dissuades the reader for studying purely for purposes of passing examinations.
Aside from students, the guide can be used by teachers, study tutors and coaches. It is also useful for education managers in the matter of emphasis of the value of knowledge in real life.
Lord Kitchener
Set in newly-independent Kenya, Lord Kitchener is the story of ‘two worlds’, epitomized by Ombam and Engineer Okwach, and buttressed by an eclectic mix of social and political growing pains of a young nation. Ombam is focused on education, childhood games, sickness and the like. Engineer Okwach’s are high-class socio-political and economic problems that bedevil the young African nation.
Concerned with political expediency, despite his education, Okwach is unashamed of political sycophancy and material aggrandizement under an autocratic regime that tramples upon citizens’ rights and freedoms. It is an environment that is a graveyard of independence-era aspirations where detentions without trial and opponent assassinations are the norm.
Unfavourable circumstances (greed and social stratification) mean that Ombam discontinues his schooling early, and endures many challenges that life throws at him. His education is left waiting till much later in life.
Will either of the two succeed? You, the reader, be the judge.
What others say
“The author has successfully created an imaginative and factual work of art under postcolonial and post-modernist thought, a contestation between marginal and dominant groups owing to cultural and political differences. African independence has not led to egalitarian societies but entrenched classes, political chaos and corruption.” – Dr. Andrew Nyongesa, writer & literary scholar.
“Written in a unique, appealing flowery language, this book is rich in history dating back to Kenya’s independence. It captures the politics of the time – ideological divergence, political greed, corruption, ethnic discrimination and political assassinations, among others. Like Chimamanda Adichie’s Half of a Yellow Sun, it highlights the dangers (personal and community) of opposition politics in young African nations.” - Joel Onyango, teacher, literary critic and founder of iTend-Kenya.
The Forbidden Fruit
Devolution of governance and management of public services came as a blessing to many at the grassroots. It generated hope and raised expectations for the many that wallowed in poverty for years on end. With twists and turns, Tumbocracy etches out Democracy and, inevitably, things take the wrong-turn! Is doom the ultimate destination for the many a citizen at the grassroots? Forbidden Fruit is a fast-paced drama that raises important questions about the legitimacy of the many flagship initiatives of devolved units!
What Others Say
“The play captures happenings in devolved units in Kenya. Poor governance, mass corruption, and leaders’ amassing of wealth for themselves, is evident. The playwright creates the content anew and makes it sensitive to the society again as these issues have been taken as obvious and normal.” – Rose Keya Kong’ani, Editor
Kivuli cha Sakawa
Kivuli cha Sakawa (Sakawa's Ghost) , written in Kiswahili, the major lingua franca in the East African region, is a story about one of Africa's legendary heroes who was at the forefront in the battle against colonialism and its evils. Legend has it that he was a seer and that many of his predictions have come to pass.
In this this story, Sakawa finds himself at crossroads following the death of his father, a prominent leader in his own right. Conservative elders in his community who feel threatened by this youngster destined to be a great leader fight him tooth and nail to subdue his shinning star. Will they succeed?
Sakawa Ng'iti indeed existed and lived among the Abagusii community in western Kenya at the turn of 19th Century (1800). The unfolding episode in this book did indeed take place, although probably in slightly a different way. By chronicling this episode, the author gives the story a new lease of artistic life and offers opportunity for others to comments and/or offer versions of the story as they understand it.
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