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Journal of Popular Education in Africa (JOPEA) Journal of Popular Education in Africa, Vol. 1, No 3, December 2017 ISSN 2523-2800 Journal of Popular Education in Africa (JOPEA) ISSN 2523-2800 (online) Volume 1, Number 3, December 2017 1 Journal of Popular Education in Africa, Vol. 1, No 3, December 2017 ISSN 2523-2800 Editorial Journal of Popular Education in Africa (JOPEA) (ISSN 2523-2800) is a professional publication of the African Society for Research on the Education of Adults (ASREA), Nairobi, Kenya, published monthly. It is an interdisciplinary journal whose major focus is on issues which are central to the development of Africa and the entire world. Its principal objective is to provide a forum for the exchange of ideas among scholars from a wide range of intellectual persuasions and diverse disciplines, working on Africa and the world as a whole. The journal also encourages other contributors working on other parts of the globe or those undertaking comparative analysis of Africa and other parts of the world to contribute. Journal of Popular Education in Africa (JOPEA) welcomes contributions which cut across disciplinary boundaries. We accept and publish articles from all disciplines after rigorous peer review process. Articles with a narrow focus and incomprehensible to people outside their discipline are unlikely to be accepted. The journal welcomes articles and other academic communications from scholars in Africa and elsewhere regarding issues touching on Africa directly and indirectly. The Journal exists in the first instance to promote the extension of research and knowledge on Africa. Contributions must be in English only. Editorial correspondence and manuscripts should be sent to: Journal of Popular Education in Africa (JOPEA) African Society for Research on the Education of Adults (ASREA) Society for Research on the Education of Adults (ASREA) ch on the Education of Adults (ASREA) SREA) P.O. Box 13447 – 00400 Nairobi - Kenya Cell +254 700 744 545/ +254 729 758 193 Email: [email protected] Editors/Editorial group Professor Maurice N. Amutabi, Lukenya University, Kenya, [email protected] Professor Elinami Veraeli Swai, Open University of Tanzania Professor Winston Jumba Akala, University of Nairobi, Kenya Dr. Linnet Hamasi, Kenyatta University, Kenya Dr. Pamela Akinyi Wadende, Kisii University, Kenya Dr. Urbanus Ndolo, The Catholic University of Eastern Africa, Kenya Editorial assistants Magdalene Ndeto Bore, Lukenya University, Kenya Dominic Chungo, Kenyatta University, Kenya Alex Jackan Nyamanga, Centre for Democracy, Research and Development, Kenya Abigael Asiko Kutwa, Jomo Kenyatta University of Agriculture and Technology (JKUAT) Editorial Advisory Board Prof. Shadrack Nasongo, Rhodes College, Memphis, Tennessee, USA Prof. John Musalia, Northern Kentucky University,USA Prof. Jan Záhořík,University of West Bohemia in Pilsen, Pilsen, Czech Republic Prof. Ruth N. Otunga, University of Eldoret, Eldoret, Kenya Prof. Frederick Nafukho Muyia, Texas A&M University, Texas, USA Prof. Mary Nyangweso-Wangila, East Carolina University,USA 2 Journal of Popular Education in Africa, Vol. 1, No 3, December 2017 ISSN 2523-2800 University of Eldoret, Eldoret, Kenya Prof. Frederick Nafukho Muyia, Texas A&M University, Texas, USA Prof. Mary Nyangweso-Wangila, East Carolina University,USA University of Eldoret, Eldoret, Kenya Prof. Frederick Nafukho Muyia, Texas A&M University, Texas, USA Prof. Mary Nyangweso-Wangila, East Carolina University,USA Prof. Winston Akala, University of Nairobi, Nairobi, Kenya Prof. Kefa Otiso, Bowling Green State University, Ohio, USA Prof. Eunice Kamaara, Moi University, Eldoret, Kenya Prof. Elinami Swai, Open University of Tanzania, Tanzania Prof. Maurice N. Amutabi, Lukenya University, Kenya Prof. Bongani D. Bantwini, North West University, South Africa Prof. John Mwaruvie, Karatina University, Karatina, Kenya Prof. Edmond Maloba Were, Kisii University, Kenya Prof. Frank Khachina Matanga, MMUST, Kakamega, Kenya Prof. Justus Mbae, The Catholic University of Eastern Africa, Nairobi, Kenya Prof. (Eng). Abel Mayaka, Multimedia University of Kenya, Nairobi, Kenya 3 Journal of Popular Education in Africa, Vol. 1, No 3, December 2017 ISSN 2523-2800 Journal of Popular Education in Africa (JOPEA) Volume 1, Number 3, December 2017 Table of Contents Page The Multiple Histories in Kenyan Liberation Literature and Implications for Contemporary Realities By Hellen Roselyne L. Shigali 5 Role of Guidance and Counseling Programs as Correctional Strategies in Molding Pupils’ Socio-Emotional Development in Public Primary Schools in Kericho County, Kenya By Amanyama, A. K; Ngeno, G. K and Sitienei, E 16 The Contribution of the Church toward Resolving Marital Conflict A Case Study of Africa Inland Church in Makueni County By Winfred Kanini Mueni 29 Ps c olo ic l plic io s o s o i ous o l i i i icul u l P o uc io o o o Sou s i i By lále y amuel áyo 46 The Impact of Internet Usage on Library Reference Services in Academic Libraries in Kenya: A case Study of Lukenya University Library By Momanyi M. Evans and Achimwayi A. Eunice 60 Fiscal Accountability and Agricultural Extension Programme Efficiency in Selected districts of South Western Uganda By Joseph Tindyebwa Joseph 73 lu c o soci l vi o c s’ co c io l s i s o pupils’ socio-emotional development in primary schools in Kericho County, Kenya By Amanyama A. K; Ngeno, G. K. and Sitienei, E 93 Changes in the Education System in Kenya and Their Impact on the Publishing and Book Trade Industry since the Introduction of Free Primary Education (FPE) By Evans Momanyi 102 Film Review: Dan Davies, Give Us Back Our Data, Al Jazeera productions, 2015 By Qémal Affagnon 114 4 Journal of Popular Education in Africa, Vol. 1, No 3, December 2017 ISSN 2523-2800 The Multiple Histories in Kenyan Liberation Literature and Implications for Contemporary Realities By Hellen Roselyne L. Shigali Abstract Much of Kenyan fiction and history to date focus on or alludes to the colonial invasion, occupation and its aftermath including the struggle for liberation and post—independence challenges. Ordinarily the two disciplines are assumed to be contrasting -- history being generally factual while fiction is creative imagination. This article disrupts this assumption. It examines the connection between the two in the constructions and reconstructions of multiple histories that exist in Kenyan repository. Both disciplines adapt aesthetic strategies to create usable pasts that have implications for current political realities in the country. Whereas creative writers acknowledge the fictionality of their texts, professional historians insist on the factuality of their constructions. Critical analysis of selected texts from both disciplines is gui e by Rolan Barthes, Hay en White an Peter Gay’s frameworks which essentially erase the supposed boundary between history and fiction. The scope is limited to five selected from the many in Kenyan fiction and history which engage the armed struggle phase of the liberation struggle. The objective is to explore the implications of the multiple histories in the texts to current realities. Overall it becomes clear that the over-emphasis on the Mau Mau armed phase of the struggle and its manipulation in distribution of national resources and political power is contestable. There is documentation of what is describe as “the other Mau Mau.” In which case, Mau Mau becomes an umbrella concept for all forms of resistance to British invasion, occupation and its aftermath. The political class has embraced exclusive constructions as the real and only truth. This article vouches for the all--inclusive approach advanced by Maramogi Oginga Odinga and William R. Ochieng’ among others. Key words: Multiple Histories, Liberation Literature, Kenya, Oginga Odinga, Mau Mau 5 Journal of Popular Education in Africa, Vol. 1, No 3, December 2017 ISSN 2523-2800 The Multiple Histories in Kenyan Liberation Literature and Implications for Contemporary Realties By Hellen Roselyne L. Shigali Introduction Much of Kenyan literature either focuses on or allu es to the nation’s colonial encounter, particularly the struggle for independence. In this article the term literature encompasses both historical and literary texts. The combination assumes that both forms of writing entail constructions and reconstructions of knowledge that are fundamentally narratives of the same era and national experience from varied vantage points. This creates the need to interrogate multiple histories and literary artifacts in Kenyan repository. Whereas the literary artists acknowledge and celebrate their multiple texts as fictions, professional historians insist on the non-fictional status of their creations. The recurrent discourse between the late historian William chieng, an literary Ngugi Wa Thiong’o signifie this contest. Yet as Roland Barthes note , both isciplines entail narration an we are therefore not “justifie in contrasting poetic an novelistic iscourse, fictional an historical narrative” (Barthes 1970:145). Barthes’s argument is amplifie by Hay en White (1978) who equates the historical text to a literary artifact. An Peter Gay conclu es that “history is an art much of the time, and it is an art by virtue of being a branch of literature” (Gay 1974:186). Kenyan colonial encounter has engendered both the concise historical texts and historical novels. This article engages the contest between the two disciplines by analysing five texts that are generally assume to signify ifferent forms of knowle ge. They inclu e ginga inga’s autobiography; Not
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