Representation of Inclusion in Learners' Workbooks for Grades 1 to 3 in the Kenyan Competence Based Curriculum
Domaine:
educationCréateur:
Koc
Éditeur:
Hôte:
Inspired by social justice movements and promoted by, among other actors, UNESCO, inclusive education is now a reality among some African nations such as Seychelles. Kenya, among others, is in the race to achieve the inclusive education targets set in SDG 4. Kenya’s national goals of education declare the intent to enable learners to develop responsive values to equity, inclusion, cultural diversity and global citizenship. To achieve this aspiration, textbooks and workbooks are important devices for inclusive education. Using portrayals of social identities, physical abilities, social roles and occupational roles as proxies for inclusion, this study examines representation of inclusion in the images in learners’ workbooks for Grades 1-3 of the Kenyan Competence Based Curriculum. A 31-item coding instrument was used to capture data from the 779 images. The findings reveal that the learners’ workbooks had inclusion conscientizing images in portrayals of diversities in Kenyan society. However, these portrayals were not proportionate to Kenya’s actual population.
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