By Namulundah Florence (auth.)

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Additional info for Immigrant Teachers, American Students: Cultural Differences, Cultural Disconnections

Sample text

It is the war. Education has been terribly affected by the war in many countries. S. education system is attractive. What I mean is that unlike Kenya, students here can study anything they choose. During my student days in Kenya, the emphasis was on specialization which encouraged a narrow view of field of study. It was almost an equivalent of pre-ordination of sorts. You could only be good in Math and not in creative art or any other discipline. I recall a friend of mine in Kamusinga [high school] who was made to repeat his class after his father found out that he was not doing Math, Physics, Chemistry.

At the tertiary level, government universities and colleges have introduced parallel programs to accommodate excess demand. Despite the association of parallel and evening programs with the wealthy, the picture is more complex. Students in parallel programs attend classes in the evenings and on Saturdays when the facilities are not in use by regular or day-time students. In the past, these facilities were underutilized. On the other hand, registrations for parallel university and evening classes include students straight from secondary school as well as paid workers desirous of advancing themselves.

J. Beecher reviewed its relevance in scope, content and methodology. A key proposal was the need for mother-tongue instruction for children unfamiliar with English, the official language in school curricula. The policy was endorsed by UNESCO in 1953 and the Ominde Commission under a politically independent Kenya in 1964. Instructing children in their primary language builds on previous experience, reducing their alienation in schools. By contrast, African leaders viewed this as another policy that reinforced an emerging tiered system with Whites at the top, Indian immigrants next in rank and indigenous Kenyans at the bottom of the hierarchy.

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