This feeling, of writing history in the present, is something we can all enjoy. Every person who works. But we have to claim it like lawyers have done. We have to look at our history, and ask ourselves how our work fits into it.
That's what education is supposed to help us do.
That's what education is supposed to help us do.
https://twitter.com/NelsonHavi/status/1411034232009465862
When we work without seeing how our work fits into the larger scheme of things, we feel useless, like our lives don't matter. That's causes despair anxiety and depression which are increasing among Kenyans. We must fight that by insisting on putting our work in the larger history
The role of education should simply be to help us connect what we do to the larger society. But our school system fights against that. Instead of teaching history and collaboration, it has reduced knowledge to small disconnected bits called "competencies."
In teaching, MoE has always crushed teacher innovation. CBC was designed to trash the collected archive of teachers' experiences. Nancy Macharia instituted brutality on teachers through TPAD and destroying KNUT. @CUE_Kenya has suffocated universities through regulation.
In the end, teachers have become disoriented. We're confused about what "quality" is, we don't research on key education questions, we're silent when CSs propose harmful policy. And yet our people also fought colonialism through culture and fighting against schooling apartheid.
This week, I've been asking myself: what is the education equivalent of the Court of Appeal for lawyers? Where do we teachers go to put the education system on trial and fight for an education for the Kenyan people?
Our Court of Appeal should have been the university. But the university is captured. Lecturers bowed down and let their souls be corrupted by consultancies and ministry appointments.
Despite the Constitution 2010 entrenching academic freedom, despite the high cost paid by @WMutunga, Korwa Adar and Alamin Mazrui for starting UASU, we lecturers have become cowards and agents of foreign education policies.
jstor.org/stable/4006326
jstor.org/stable/4006326
• • •
Missing some Tweet in this thread? You can try to
force a refresh
