Rethinking poverty, education and human development in the “new” Kenya

Monday, 11th November 2013 at 2pm - 3pm

Location: Seminar room 6202, floor 6, Dept of Computer and Systems Sciences (DSV), Forum, Kista

This event is in the past.

Dr Kiprono Langat from the Charles Sturt University, Australia will give a talk at DSV.

The presentation poses important challenges for education and attempts to explore the promises made by education in relation to economic success, self-reliance and self-employment

It argues that education promises the alleviation of poverty.  However, despite education programs often couched as development programs, Kenyans continued to be constructed by such bodies as UN and World Bank as among the world’s poorest people.

The presentation observes that education for development programs construct underdeveloped and impoverished subjects. Such a perspective informs many of the development projects that have taken place in Kenya.  Such projects tend to ignore the richness of the local institutions, practices and knowledges.

The more successful aid projects today are building on the capacities and technologies of the indigenous communities.

Thus, this paper asks: in what ways can education for poverty alleviation re-imagine the subject of education not in deficit terms but in ways that affirm their local potentialities and strengths?

What could the relationship between education, poverty and development look like outside of the frames of uneducated or impoverished subjects in Kenya and elsewhere?  

As Kenya celebrates its year of Jubilee (in Dec. 12), how can the local communities at the grassroots level contribute to new globalising ontologies of selves in Kenyan development practices?

About Dr Kiprono Langat
A teacher by profession, Kip Langat has previously taught in both primary and high schools and at the university in Australia and Kenya. Kip is currently a Lecturer in Social Studies and Literacy Education at the Faculty of Education, Charles Sturt University (CSU), Australia.

Kip’s doctoral research focused on psychoanalytic inquiry of teaching pedagogies, specifically, teachers’ reading positions of prescribed classroom texts. The thesis has a direct link to researching and developing education as a public good, in particular the teaching and learning of English language in local and international contexts. His Class 1 Honours Master’s degree thesis draws on a number of theoretical perspectives from the field of international education but with particular focus on discourses of the current trends in public education contexts. The study is an analysis of discourses of education, poverty and sustainable development in Kenya. The research goes beyond the mere rhetoric of education for all to identify and analyse major discourses and narratives embedded in themes such as ‘partnership’ both nationally and internationally in the formulation of rural community development policies.

Kip’s research passions include:

  • Rethinking social change through sustainable grassroots democracy – collaborative community development partnership
  • Content area literacies – multimodal literacy and teaching pedagogies
  • Refugee studies

Kip is also, a member of the Pedagogy, Education and Praxis (PEP) group within Research in Professional Practice and Learning in Education (RIPPLE) at CSU, Australia.

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