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Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali

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Abstract

In this article, the authors draw on their experience in an international, cross-cultural visit to ponder similarities and differences in educational systems in both the USA and Kenya. During the visit, one feature of Kenyan society that stood out and became a frequent topic of discussion was the existence of the Jua Kali. Presenting their ponderings through the metaphor of windows and mirrors, the authors use the Jua Kali to (a) muse about the impact of school structure and science curriculum on Kenyan society and (b) reflect on the impact of school structure and science curriculum on US society. Through these muses and reflections, the authors suggest that science curriculum in the USA is structured to be irrelevant and inefficient, and it does not yield the results that it promises. The authors conclude by drawing from the history of the science, technology, and society movement to advocate for small-scale, local reform efforts.

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Authors and Affiliations

  1. School of Education, Indiana University Purdue University Indianapolis, 901 W. New York Street, Indianapolis, IN, 46202, USA

    Jomo W. Mutegi

  2. School of Education, Moi University, P. O. Box 3900-30100, Eldoret, Kenya

    Lazarus O. Momanyi

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  1. Jomo W. Mutegi
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  2. Lazarus O. Momanyi
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Correspondence to Jomo W. Mutegi.

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Mutegi, J.W., Momanyi, L.O. Windows and mirrors: three images of the US science curriculum as reflected through Kenya’s Jua Kali. Cult Stud of Sci Educ 15, 861–874 (2020). https://doi.org/10.1007/s11422-019-09967-2

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  • DOI: https://doi.org/10.1007/s11422-019-09967-2

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