How my now six-year-old daughter learned how to write her name, recognize numbers, read some words and draw: A narrative
Pages: 1-14
Abstract
In this paper I want to share how my now six-year-old daughter learned how to write her name, recognize numbers, read some words and draw. By doing so I hope to offer an alternative to a schooling-centered curriculum that would have us believe that the only way to learn these things is to have an expert train young people to do these things. Methodologically, this paper is a narrative. I also consider this paper to be a political piece of writing. For me writing politically in this paper means, in part, engaging the reader in a dialogue about, on the one hand, trusting and respecting young people’s right to learn what they want, when they want, how they want and, on the other hand, imposing an externally directed curriculum on them. I am arguing in favour of the former.
Dr. Carlo Ricci
“Walking by Ourselves with our Toes”: An Exploration of Soul
Pages: 15-23
Abstract
Much of our time as professionals involves a focus on rational thought: completing administrative tasks, setting course outcomes, planning lessons, marking assignments and evaluating tasks. As Thomas Moore reminds us in his paper Educating the Soul, “today’s emphasis on mind has resulted in a neglect of the soul” (as cited in Miller, Karsten, Denton, Orr, & Colalillo Kates, 2005, p. 9). In this article, Kara Arviko sets out to explore what it means to discover and nourish the soul, and to identify how that discovery impacts her interactions with and understanding of her students. She concludes it is a journey worth taking.
Kara Arviko
Shattered Dreams: The Success and Failures of Education in Kenya During the Pre- and Post Colonial Days
Pages: 24-88
Abstract
In most of the African, Kenya included, there is little to show in terms of development though most of the continent has been independent for over 4 decades. The Post colonial days are marked by abject poverty, many civil /ethnic strives, and an education system that is largely dysfunctional. I have tried to trace most of the social and educational problems in the independent Kenya to the colonial history. We inherited an educational system formulated during the colonial era whose objectives were to create dependency as opposed to liberation. Many years after independence, we continue to view our problems using borrowed lenses. It is my argument that the solution is to rethink about our educational problems with an aim of finding workable solutions. This means an education system that will be grounded on the local economic and cultural realities. This will be contrast to the present situation which is centered on schooling rather than learning. This has resulted on the sad situation where the educated can not fit into their social/economic environment and hence can not contribute towards the societal good.
Karugia Ndirangu
Portrait of the Artist/Researcher/Teacher: A Reflection on the Nature of Learning
Pages: 89-145
Abstract
This research paints a portrait–both literally and figuratively–of the practice of an artist/researcher/teacher. Arts-based inquiry is used as a methodology for self-examination into the art, research, and teaching practice of the author, using the critical theories of unschooling and a/r/tography as a contextual platform.
Rebecca Codack