Browsing by Author "Catherine Amimo"

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    Critical Exposition of Retrogressive Socio-Cultural Practices in Henry Ole Kulet’s Blossoms of the Savannah
    (East African Journal of Education and Social Sciences, 2023-06) Jennifer Koskey; Catherine Amimo; Edward Mooka
    Retrogressive socio-cultural practices are rooted in cultures and traditions and they directly or indirectly violate human rights. One function of literature is to highlight such practices and invite the society to reflect and change for the better. Henry Ole Kulet’s Blossoms of the Savannah is a Kenyan novel approved for study in secondary schools in Kenya and was the basis through which this paper was done. The study adopted a comparative research design. The novel was selected purposively to examine how it interrogates retrogressive socio-cultural practices in the Maasai culture. Data was collected using a close reading of the text and was subjected to content analysis. The study found that four major retrogressive socio-cultural practices are highlighted in the novel, namely female genital mutilation, polygamy, patriarchy along with male chauvinism and early or planned marriages. These practices deprive women of their dignity and right to make decisions as individuals. They work by exerting control over women’s bodies and limiting their decision-making options within the social spaces. Some women have resigned to the status quo, having been socialized and oppressed for a long time. However, others, due to their young age and exposure to western formal education, assert strive to break free from these retrogressive practices. Ole Kulet envisions the possibility of women breaking free from these practices and finding a chance to improve their lives through education. There is need to sensitize women, men, children and communities on the detrimental effects of retrogressive cultural practices, especially FGM, and on the value of girl-child education.
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    Emerging Issues and Future Prospects in the Management of Transnational Education
    (International Journal of Higher Education, 2017) Joseph Bosire; Catherine Amimo
    Transnational Education has gained momentum under the auspices of the General Agreement on Trade in Services administered by World Trade Organizations which have provided for successful marketing of higher education across borders. This paper reviews past research, discussions and analyses on the topic on a global perspective. The objectives are to establish the rationale for transnational education, emerging issues over the providers, mode of supply, the potential of the market and issues on curriculum and pedagogy. Past research reveals that transnational education is anchored on economic, political, cultural and educational rationales. The global market for transnational education is asymmetrical where some nations are exporters (UK, US, Australia), and others importers (Africa, Latin America and Central Asia). The modes of provision include cross-border supply, commercial presence and presence of natural persons. The potential of the market is growing - commercial presence being dominant. The emerging issues include competition, differences in pedagogical practices, loss of nations and learner autonomy, control and self-respect of higher education, confusions on qualifications and transfer of academic credits, escalated costs, commercialization of knowledge as a commodity, dominant language (largely English) used as a medium of communication, and de-contextualization of the national curriculum. Quality assurance and accreditation are also at stake since the national/states capacity for regulating the supply of transnational education is limited. Though discussions on transnational education are on-going, stakeholders need to work with governments, non-governmental organizations, Higher Education Institutions and regulators to improve the future of transnational education, including developing an acceptable code of conduct.
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    Relationship between Abstinence from Retrogressive Sociocultural Practices and Secondary School Students’ Levels of Moral Growth and Development
    (Journal of Research Innovation and Implication in Education, 2023) Jennifer Koskey; Catherine Amimo; Edward Mooka
    Education is one way to impart moral consciousness in individuals. One of the marks of moral growth is abstinence from retrogressive socio-cultural beliefs and practices. The study investigated the relationship between reasons given by teachers and students for abstaining from retrogressive socio-cultural practices and their levels of moral development, based on Kohlberg’s theory of moral development. The retrogressive socio-cultural practices were identified from Henry Ole Kulet’s novel Blossoms of the Savannah, which was selected purposively. The research was descriptive comparative by design. The study targeted 2227 Form Three students and 620 teachers of English from national secondary schools from Uasin Gishu, Nandi and Elgeyo Marakwet Counties. From this population, 339 students and 59 teachers were sampled using Taro Yamane’s formula and selected using simple random sampling. Data were collected using questionnaires, focus group discussions, classroom observations and content analysis. Quantitative data was analysed using SPSS (version 25) program. Qualitative data was analysed thematically. From the novel, four retrogressive practices were identified, namely female genital mutilation, polygamy, patriarchy along with male chauvinism, and arranged or early marriages. From the findings, majority of students and teachers’ reason at the post-convectional level of moral development, as evidenced from the various explanations they gave for abstaining from retrogressive socio-cultural practices. Therefore, teachers and students’ reason beyond the perspectives of society and recognize that laws must be consistent with individuals’ rights. Consequently, the government should select and approve