Browsing by Author "Chiroma, Jane Adhiambo"

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    Democratic citizenship education and its implications for Kenyan higher education
    (Stellenbosch : Stellenbosch University, 2015-12) Chiroma, Jane Adhiambo; Waghid, Yusef; Stellenbosch University. Faculty of Education. Dept. of Education Policy Studies.
    ENGLISH ABSTRACT: Violence in Kenya undermines the role of Kenyan higher education in the transition to democratic practices. This dissertation analyses democratic citizenship education (DCE) and its implications for Kenyan higher education. Higher education as used in this dissertation is centred on the university. The dissertation addresses the main research question, namely: How does a defensible deliberative conception of democracy help us to think differently about higher education in Kenya? This main research question is investigated using the following sub-questions: What space might there be for democratic citizenship education to help Kenyan higher education institutions address ethnic divisions in the country? How can democratic citizenship education in Kenyan higher education reshape ethnic identities and overcome ethnic tensions? Philosophy of education, as the approach used in this dissertation, enabled this research to reach its goal, which was to establish how DCE can help university education in Kenya resolve ethnic violence. In doing so, this dissertation argues that an extended view of liberal DCE – DCE in becoming – fits in with deconstruction as a reflexive paradox that retains the critical potential of DCE. Deconstruction potentially creates space for reimagining the possibilities of the university as a critical and democratic institution. Deconstruction as a method enabled this research potentially to claim openness in thinking about university education in Kenya to unforeseeable in becoming – being other than it currently is, so that it can contend with issues of ethnic violence in whatever singularity. This dissertation found that Kenyan higher education is already conceptualised in liberal DCE in a predetermined sense of belonging, although in a limited form, and that it is actualised, which means that it cannot resist violence. Therefore, a reconceptualised view of DCE in becoming is engendered in the potentialities of speech and thought and withholding rash judgment – as a way of curbing violence. Further, the findings demonstrate that DCE in becoming potentially can enable students and teachers to learn to think autonomously and to respect others with whom they co-belong. DCE in becoming potentially can contribute to the discourses and pedagogical encounters needed to cultivate responsible, relational, emancipative individual agency in becoming humans who respect and co-belong to the coming community.
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    An evaluation of a professional development programme in environmental education
    (Stellenbosch : Stellenbosch University, 2011-12) Chiroma, Jane Adhiambo; Reddy, Chris; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH ABSTRACT: This thesis is an interpretive formative evaluation of a Professional Development Programme in Environmental Education. The specific aim of the study was to evaluate the extent to which the programme has enabled professional development of teachers; the degree to which the processes of this specific Professional Development Programme (PDP) has enabled implementation and the nature and the amount of take- up of the PDP processes. The data for this research were generated through semi structured interviews, focus group discussions and observations of teachers‘ projects. Thematic analysis was used as a method of data analysis. Constructivist, formative evaluation informed the epistemology and ontological perspectives that guided data analysis and interpretation and discussions that were made in this research. Data indicate that professional development programmes involving various stakeholders need to be well controlled and co-ordinated. Communication and motivation need to be integrated into the PD programme by the leadership. The Professional Development Programme was done in isolation and lacked a deep epistemological and ontological grounding, showing minimal research in the process therefore, the communication and motivation need to be integrated into the PD programme by the leadership. Department of Education officials indicated that they were not involved in the planning stage and fulfilled more of a management and co-ordination role. They were not able to monitor the process because they were not informed or assisted to develop a monitoring tool and besides their workload prohibited them from doing so. Teachers reflected various dimensions of take-up from the programme but they were not able to realize the action project (except in two schools). Teachers expressed difficulties in implementing the programme because of full schedules and curriculum commitments in school programmes. This research has presented the sentiments of the respondents (participants) in this PDP and has come to the conclusion that this Professional Development Programme has potential and improving aspects of it (see chapter 6) will go a long way towards improving the sustainability of this programme, and improving the quality of teachers that are trained in this kind of programme and even beyond. The PDP has enabled professional development in many ways (See chapter 4 on take-up). However, monitoring and implementation came out clear as those aspects of professional development in the programme that require much attention if the programme is to improve and become more sustainable.