Mothering a nation : the gendered memory of Kenya’s Mau Mau rebellion

textThis paper approaches fiction as a site of gendered history and memory and presents two pieces of literature by Kenyan authors - Passbook Number F.47927 by Muthoni Likimani and The Trial of Dedan Kimathi by Ngũgĩ wa Thiong'o and Micere Githae Mugo - as examples of countermemory production that disrupt dominant and colonially and post-colonially perpetuated narratives of Kenya's fight for independence within the context of the Mau Mau uprisings. I assert that historical fiction can be a medium of challenge and disruption of hegemonically formed reports of history, reweaving into the tapestry of national memory voices forgotten or excised. I posit that this contestation of history and memory through countermemory can be an ethical and feminist project. However, countermemory, much like the history and memory it challenges, does not exist in a vacuum, and is subject to structures of power that may result in its being participant and enacting of oppressive power. Using gender as a lens, I elucidate the ways in which both these pieces participate in and challenge heteropatriarchal notions of manhood and womanhood as resistance strategies for nation building.Women's and Gender Studie

Guiding and counselling pupils in Kenyan public primary schools: headteachers and teacher counsellors role perceptions and experiences

The purpose of this study was to determine the role perceptions of headteachers and the teacher counsellors in the guidance and counselling of pupils in public primary schools of Embu District, Kenya as well as determining whether there were any qualitative different ways in which respondents (headteachers and teacher counsellors) viewed and experienced these roles. In addition, the study established whether there were any significant differences between the respondents' role perceptions in guiding and counselling pupils and the selected demographic variables of age, sex, marital status, academic qualification, teaching experience, experience in management, training in guidance and counselling, school category and geographical location of school. The study also established if there existed any significant differences between headteachers' perceptions of teacher counsellor's role and the teacher counsellors' perceptions of their role. The study used a survey design with a multi-strategy research approach which provided both quantitative and qualitative data through questionnaires, interviews and observations. The data were analysed using both descriptive and inferential statistics. The inferential statistics employed were t-test and Analysis of Variance (ANOVA), which were used to test the hypotheses of the study at significance level of 0.05. The interview data were analysed phenomenographically. Both the headteachers and the teacher counsellors had high levels of perception of their roles in the guidance and counselling of pupils (4.57 and 4.52 respectively out of a maximum of 5.0). The headteachers' level of perception of the teacher counsellors' role was 4.54. The results obtained after testing the hypotheses indicated that there were no significant differences between headteachers' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, teaching experience, school category and geographical location of school. There were also no significant differences between teacher counsellors' role perceptions and the independent variables of age, gender, marital status, academic qualifications, training in guidance and counselling, administrative experience, and school category. In addition, there was no significant difference between the headteachers perception of the teacher counsellors' role and the perception of the teacher counsellors about their role. There was however a significant difference realised between teacher counsellors' role perceptions and the geographical location of school. Over half of the teacher counsellors (55.6%) and the majority of the headteachers (71.4%) had not received any basic training in the guidance and counselling skills. Observations carried out revealed that 90.7% of schools had not time-tabled for guidance and counselling and was only done when need arose. The majority did not have guidance and counselling offices (93.3%), reference materials (79.0%) and training materials (76.5%). Counselling atmosphere in more than half (57.0%) of the counselling sessions was found to be either tense or suspicious. Phenomenographic analysis of data revealed that there were qualitative different ways in which the respondents viewed and experienced their roles in the guidance and counselling of pupils. The pupils who needed guidance and counselling in public schools had socio-cultural, socio-economic, and academic problems or needs. Drug abuse (socio-cultural) was ranked as the most serious with alcohol being most abused. Early pregnancies and marriages were the leading causes of girl school drop outs, while drug abuse and child labour were the leading causes of the boys drop outs. The majority of the teacher counsellors (89.1%) and the headteachers (94.9%) missed out many functions despite having high role perceptions. Lack of support from the stakeholders; intensive poverty and widespread illiteracy; cultural/traditional practices; and negative media influence, were recorded as interfering with their role performance. Several suggestions to solve these problems were offered. Although the respondents listed several indicators of poor role performance in the guidance and counselling of their pupils, the majority still perceived their role performances to be either good or fair. The research findings have justified the need for change in the management of guidance and counselling and several recommendations have been put forward. Some suggestions for further research have also been included

Biography of an English language textbook in Kenya : a journey from conceptualization to the classroom

This biography tells the life story of a secondary school English coursebook in Kenya following market liberalization (1998) and curriculum review (2002). In ELT, Gray (2007, 2010) first applied the ‘circuit of culture’ model to global English coursebooks; in contrast, I examine the case of a single local publication. The textbook has been described as a politico-economic, socio-cultural, and curriculum product. I focus on it primarily as a curriculum product and delink the circuit of culture from its original application in textbook studies in the service of a sociocultural perspective. I posit that the model has the explanatory power to capture the various research focuses that textbook studies may take. The circuit of culture has five processes or ‘moments’: representation, identity, regulation, production and consumption. Following preliminary work, my ‘journey’ begins in the representation moment, using Littlejohn’s (1992, 1998) framework for materials analysis. In the regulation moment, I interview three participants linked to the curriculum development body (KIE). In the production moment, I interview four authors, the editor and the publishing manager of the selected coursebook. In the consumption moment, I interview sixteen teachers who are or have been users of the materials. Four of the teachers participate in classroom observation and their learners respond to a questionnaire. Finally, I build a key identity statement about the coursebook, pooled from the findings in each moment. I reposition the identity moment and posit its centrality at the core of the circuit. Spurred by insights on innovation in English language education, I support the strengthening of ‘feedback loops’ across moments, and the recognition of the consumption moment as the zone for promoting dynamism and synergy in textbook development. This can (ideally) result in curriculum products and practices capable of overcoming challenges of interpretation and transition, while promoting good practices across moments

The Influence of Package Graphics and Colour Attributes On Consumers’ Buying Behaviour In Kenya

Understanding consumer buying behaviour and their preference to product attributes has become a key success factor in contemporary competitive and rapid changing business environment. Consumer are now more discerning and individualistic requiring marketers to gain insights into their buying behaviour especially the attitude they have towards product innovation especially packaging. The general objective of the study was to determine the effect of packaging attributes on consumer’s buying behaviour of packaged foods in Kenya. This paper discusses the research findings on the influence of packaged food graphics and colour attributes on consumers’ buying behaviour in Kenya. The study was supported by the Theory of Reasoned Action, the Howard-Sheth Model and Kano’s Theory of Attractive Quality. Descriptive and explanatory research designs were used and a sample of 385 shoppers from three supermarkets in Nairobi was selected randomly while data was collected using structured questionnaires. The selection of supermarkets was based on judgmental sampling in which location and foot traffic was considered. Data was analysed using descriptive statistics in the form of mean, percentages and standard deviations, and inferential statistics in the form of correlation tests and regression analysis. The study found a statistically significant relationship between the attributes of graphics and colour and consumer’s buying behaviour. The study recommends that food manufacturers understand consumer response to their packages, and integrate the inputs into designing the best packaging styles. This can be achieved by involving consumers in the process of packaging so that the right decisions are made without making any assumption regarding the final packaging of food products. This study is beneficial to new and existing food product manufacturers in coming up with strategies and in development of product packaging. Keywords: Package Graphics, Colour Attributes, Consumers’ Buying Behaviou

A CRITICAL ANALYSIS OF THE IMPACT OF PSYCHOSOCIAL EDUCATION ON STUDENT'S SOCIAL ADJUSTMENT IN SECONDARY INSTITUTIONS IN KENYA

Psychosocial education is offered in secondary schools in Kenya. This is because the education plays an important role in development of useful social skills. In 2003 curriculum was revised and life skills lesson were integrated in to various subjects. Kenya Institute of Education (KIE) infused life skills lessons in secondary schools with an aim of overcoming psychological challenges among students as well as strengthening a positive behavior. The study focused on analyzing critically the influence of psychosocial education has on student's social adjustment in secondary schools. The researcher therefore sought to critically analyze the influence of sexuality education on students' social adjustment in schools, the influence of self-esteem on students' social adjustment, the impact of assertiveness and self-awareness education on students' social adjustment in secondary schools. The findings of this study will have great significance to educational stakeholders who may apprehend the importance of psychosocial education among secondary school students hence support it in different aspects. The research methodology used was critical analysis to critique the impact of psychosocial education on student's social adjustment in schools. The researcher critiqued the related literature that was available to support the methodology. The study concluded that psychosocial education assists learners to develop essential social skills. These skills enable them to attain desirable attitudes, make right choices and form healthy relationships. The study had the following recommendations: the government of Kenya should provide resources needed to offer this education. Curriculum developers and Kenya Institute of Education (KIE) should ensure that psychosocial education provided is of high quality. Teacher Service Commission (TSC) officers should assess the programmes to improve their effectualness and teachers should seek professional training to have intensive knowledge on how to provide this education.  Article visualizations

Public participation in community forests : the Ontario community forest pilot projects / by Florence Wanjira Chege.

Levels of public participation in the management of a community forest (CF) depend on the CF’s goals and the subsequent decision-making structure that the community adopts. To evaluate the hypothesis that the Ontario community forest pilot projects (CFPPs) provide enhanced means for public participation, a comparative analysis was undertaken involving a detailed description of decision-making structures of the CFPPs and those of five additional contemporary forest management arrangements. The study methods involved: personal interviews with each CFPP’s organizing body, the general public at each CFPP, and management personnel at the five cases; and a comprehensive compilation of decision-making structures of all cases based on their documentation. Results of the study indicate that the CFPPs have developed an elaborate public participation infrastructure that presents the public with more avenues for participation than any of the other cases included in the study. Recommendations are made on procedures of public participation in community forest decision-making as well as suggested criteria for evaluating what is successful public participation in a community forest

Conceptualizing University Autonomy and Academic Freedom: Reflections on state of Autonomy and Academic Freedom in Public Universities in Kenya

There has been mixed view on the understanding and implication of the terms university autonomy and academic freedom. Different people have used the terms to imply different things, with academia looking at it as absolute freedom of universities to run their affairs. On the other hand, political leaders have taken these terms as delegated and thus needs to be exercised to enhance society’s social economic value. There is a consensus that university autonomy and academic freedom is a fundamental anchor of universities world over. Differences in conceptualization of these terms have resulted in friction between the political leaders and scholars. This paper therefore aimed at crystalizing the common bases of use and application of the terms with a view of creating a common understanding across the divide in order to reduce the tension. The paper also gives reflections on how the university autonomy and academic freedom has been perceived and applied in Kenya public universities. The debate on university autonomy and academic freedom seem to have evolved overtime and appears to have settled on a common conceptualization world over. The paper observes that, the terms university autonomy and academic freedom implies allowing universities adequate latitude to run their affairs in a way that it optimizes stakeholders’ value

A CRITICAL ANALYSIS OF THE IMPACT OF PSYCHOSOCIAL EDUCATION ON STUDENT'S SOCIAL ADJUSTMENT IN SECONDARY INSTITUTIONS IN KENYA

Psychosocial education is offered in secondary schools in Kenya. This is because the education plays an important role in development of useful social skills. In 2003 curriculum was revised and life skills lesson were integrated in to various subjects. Kenya Institute of Education (KIE) infused life skills lessons in secondary schools with an aim of overcoming psychological challenges among students as well as strengthening a positive behavior. The study focused on analyzing critically the influence of psychosocial education has on student's social adjustment in secondary schools. The researcher therefore sought to critically analyze the influence of sexuality education on students' social adjustment in schools, the influence of self-esteem on students' social adjustment, the impact of assertiveness and self-awareness education on students' social adjustment in secondary schools. The findings of this study will have great significance to educational stakeholders who may apprehend the importance of psychosocial education among secondary school students hence support it in different aspects. The research methodology used was critical analysis to critique the impact of psychosocial education on student's social adjustment in schools. The researcher critiqued the related literature that was available to support the methodology. The study concluded that psychosocial education assists learners to develop essential social skills. These skills enable them to attain desirable attitudes, make right choices and form healthy relationships. The study had the following recommendations: the government of Kenya should provide resources needed to offer this education. Curriculum developers and Kenya Institute of Education (KIE) should ensure that psychosocial education provided is of high quality. Teacher Service Commission (TSC) officers should assess the programmes to improve their effectualness and teachers should seek professional training to have intensive knowledge on how to provide this education.  Article visualizations

The Use of marital property agreements for the division of matrimonial property upon divorce in Kenya

Submitted in partial fulfillment of the requirements of the Bachelor of Laws Degree at Strathmore University Law SchoolMarital agreements have been used for the division of matrimonial property upon divorce by couples for several years.However, their enforcement has been challenging. In Kenya the Matrimonial Property Act allows spouses to make antenuptial/pre-nuptial agreements for the division of matrimonial property upon divorce. It however does not recognize post-nuptial and settlement agreements. This may pose a challenge to the realization of equality as per Article 45(3) of the Constitution. This research has looked into the importance of recognizing post-nuptial and settlement agreements and how they contribute towards promoting equality between spouses in the ownership of matrimonial property. The study was conducted through a review of existing literature on the subject of marital property agreements. It has also included a comparative analysis of the South African and English law on marital property agreements. The aim of the comparative analysis was to identify best practices from these jurisdictions that can be applied to the Kenyan system. Additionally, a historical analysis of the Kenyan matrimonial property laws has been done so as to understand the importance of ensuring equality between spouses in the ownership of matrimonial property. In order to ensure that marital property agreements promote equality between spouses, the study recommends that there should be principles or guidelines that direct the court in dividing matrimonial property upon divorce as well as in the implementation and enforcement of marital agreements and finally that the law should give explicit recognition to post-nuptial and settlement agreement

Maintaining a bitcoin address repository through focused web crawling

Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Science in Information Systems Security (MSc.ISS) at Strathmore UniversityThere has been an increase in the use of cryptocurrencies such as Bitcoin (BTC). Bitcoin allow for cross-border payments, for large and small items at little or no transaction fee. It is a groundbreaking technology that is not restricted by the current Anti-Money Laundering (AML) and Countering Financing of Terrorism (CFT). The decentralised nature of Bitcoin provides for anonymity through possible use of multiple identities that are not linked to personally identifiable information. Bitcoin offers a convenient solution for criminals who are restricted by the conventional money transfer systems. Bitcoin has been linked to drug dealers, gold bugs, fraudsters, terrorists, whistleblowers, pornographers, Internet freedom activists and unregulated gaming enterprises (Simser, 2015). Other cybercrimes that are facilitated by Bitcoin include ransomware. This research identified a gap in acquiring digital evidence related to Bitcoin transactions. The data was obtained from case laws and secondary materials relating to Bitcoin forensics. We suggest a solution of maintaining a Bitcoin address repository through regular crawling of cryptocurrency sites. A web crawler that visits a list of user defined cryptocurrency sites was developed to solve the identified problem. The crawled sites include websites of interest to investigators. Results are stored in an XML file which can be exported to any database. The addresses and metadata collected from webpages can be used by investigators when building a case for Bitcoin related crimes. Transaction data about the collected addresses is available on the Bitcoin blockchain