Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between "Western" and "indigenous" knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the states curricula documents, and schools exam-oriented pedagogical approaches. OHern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous...

Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between "Western" and "indigenous" knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the states curricula documents, and schools exam-oriented pedagogical approaches. OHern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous...