Educational Marginalization: Examining Challenges and Possibilities for Improving Educational Outcomes in Northeastern Kenya

Autor/in	Okilwa, Nathern S. A.
Titel	Educational Marginalization: Examining Challenges and Possibilities for Improving Educational Outcomes in Northeastern Kenya
Quelle	In: Global Education Review, 2 (2015) 4, S.5-18 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-663X
Schlagwörter	Educationally Disadvantaged; Outcomes of Education; Foreign Countries; Equal Education; Access to Education; Social Discrimination; Minority Groups; Migration; Ethnic Groups; Geographic Regions; Educational Opportunities; Social Isolation; Sociocultural Patterns; Life Style; Poverty; Guidelines; Boarding Schools; Educational Development; Educational Finance; Government Role; Kenya + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Soziale Benachteiligung; Soziale Schließung; Ethnische Minderheit; Ethnie; Bildungsangebot; Bildungschance; Soziale Isolation; Soziokulturelle Theorie; Lebensstil; Armut; Richtlinien; Boarding school; Internat; Bildungsentwicklung; Bildungsfonds; Kenia
Abstract	As a developing country in sub-Saharan Africa, Kenya has fared comparatively well in educating its young people. The new constitution of Kenya and various acts of parliament identify education as a fundamental human right and mandates the government to provide basic education for all. Consistent with the government's "Vision 2030," most political, religious, and civil society leaders recognize education as critical to individuals attaining full potential and then contributing to nation building. However, educational access and equity remain quite elusive in rural and less economically viable areas, such as northeastern. The region and its people have been marginalized for many years, dating back to the colonial era and still remain very undeveloped, under-resourced, and impoverished. Given the endemic discrimination and marginalization of the nomadic people of northeastern Kenya, harsh geographic conditions, constant migration of the people, and heightened insecurity in the region, there is limited data, information, and understanding of these people's life experiences. The purpose of this article is to highlight these challenges that minimize educational opportunities for young people in northeastern Kenya by reviewing the historic political isolation and marginalization, sociocultural practices (e.g., nomadic lifestyle, female genital mutilation), resource deprivation and poverty, harsh geographic conditions, and poor infrastructure. Additionally, the article examines emerging efforts and opportunities (e.g., government and non-government organizations) to improve educational opportunities in the region through the devolution framework in the new "Constitution of Kenya," constituency development funds (CDF), mobile schools, and boarding schools. (As Provided).
Anmerkungen	Mercy College New York. 555 Broadway, Dobbs Ferry, NY 10522. Tel: 914-674-7350; Fax: 914-674-7351; Web site: http://ger.mercy.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01