A hybrid curriculum: privileging Indigenous knowledges over western knowledges in the school curriculum in Kenya

Abstract

This article explores the use of a culturally responsive pedagogy in inclusive classrooms in Kenya. Due to colonisation, the education system in Kenya has for many years reflected a British curriculum and context. Eight teachers in phase 1 and five teachers in phase 2 in four schools were interviewed. The research was conducted in central Kenya where the population is predominantly Gīkūyū (a language of central Kenya) speaking. A case study format was employed in the research. The findings indicated that teachers used Gīkūyū (the people of central Kenya) cultural ways in their teaching in inclusive classrooms but their efforts were undermined by policies that supported western teaching strategies. They said that the language used in learning and teaching, and stories and textbooks did not reflect students’ lived experiences and background. Recommendations included using a hybrid curriculum that privileges a culturally responsive pedagogy over western ways in the school curriculum.