Students’ social-emotional capacities are crucial to their civic development, and art is known as a meaningful pedagogy of social-emotional learning. However, the previous studies were mostly conducted in western societies and have rarely done in emerging democratic societies like Kenya. Given Kenya’s educational reform agendas for the sustainable development of society and its citizens, it is necessary to explore pedagogies that contribute to the fulfilment of social demands. This paper examines, by a quasi-experiment case study using a mixed-method, the effects of art education in social-emotional learning of primary school students in a rural village of Kenya. Based on a collaboration between insiders and outsiders of the village, it also reveals appropriate approaches to art education given the social context.

学生的社会情感能力对于他们的公民发展至关重要，艺术被认为是有意义的社会情感学习方法。但是，以前的研究主要在西方社会进行，很少在像肯尼亚这样的新兴民主社会中进行。鉴于肯尼亚为社会及其公民的可持续发展制定的教育改革议程，有必要探索有助于实现社会需求的教学法。本文通过使用混合方法的半实验案例研究，研究了美术教育在肯尼亚农村乡村小学生的社会情感学习中的作用。在村庄内部和外部人员之间的合作基础上，它还揭示了在特定社会背景下进行艺术教育的适当方法。