Street-connectedness and education in Kenya: Experiences of formal schooling as rationale for inclusive pedagogies of practice

Abstract

This article contributes to the literature on street-connectedness and inclusive education, presenting original research findings from two Kenyan studies. Both studies aim to understand street-connected young people’s experiences of education. The first focused on transitioning from the street into education or training, to explore the challenges of making that transition. The second focused on young people who had lived on the street for extended periods of time and were still there at the time of data generation. Both studies generated significant insight into (a) education as motivating initial migrations to the street, (b) the role of fear, embarrassment, and shame in preventing young people from going (back) into formal education, and (c) how acceptance and support are key to overcoming feelings of not belonging and other challenges when transitioning from the street into school. The article provides empirical evidence that should be considered when planning inclusive education provision for street-connected young people globally.

Intersectional yet individual experiences: the importance of acknowledging, conceptualising and contextualising separated childhoods

“…The wider community – both children and adults – is also of central importance in providing support to families, building a sense of belonging for children who may have been absent for some time and combatting any stigma due to a child’s experiences whilst they were separated (e.g. Beazely, 2003a,b; Betancourt et al, 2010; Corcoran et al, 2020; Guillermo et al, 2022). These wider relationships, which include interactions with teachers and peers at schools and training centres, have been shown to have huge potential to support or disrupt (re-)integration (e.g.…”

“…This is more easily achieved when research is embedded within practice itself (e.g. Corcoran et al, 2020). Two papers in this issue explore successful examples of this kind of process.…”

Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected children in Kenya

“…(secondary school student staying with foster mother) Social attitudes, especially those coming from a deficit understanding of what it means to be street-connected, impacted upon the children's experiences at school, and teachers' attitudes in particular (see also Corcoran 2015). A number of participants complained that teachers did not treat them any differently to other students on their first day of school (such as not being shown where the toilets were) and they were not made to feel welcome (see also Corcoran et al 2020):…”

“…For example, children in Kenya who have not been in school for a significant period of time, and not exposed to English because they speak other languages at home and/or on the street, could face additional challenges when they return to school (Corcoran et al 2020). Intersections of experience may also be present for learners with disrupted educational journeys learning EAL and starting school in England after periods away from the classroom (e.g.…”

“…In both instances, the ability for learners to catch up with their peers and the extent to which their experiences of both the transition and education in general are positive, could be greatly enhanced by feeling that they belongand in some cases increase the likelihood of learners' continued retention in education (e.g. Corcoran et al 2020). Teachers who are provided with the time to understand their students where they are now, and are encouraged to reflect upon and address how their perceptions of learners reinforce or create new contextual barriers are able to use this prior knowledge as a catalyst to attainment.…”