DOCSLIB.ORG

The Policies and Politics of University Education in Kenya, 1949-2002

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Policies and Politics of University Education in Kenya, 1949-2002 FROM COLONIAL ELITISM TO MOI'S POPULISM: THE POLICIES AND POLITICS OF UNIVERSITY EDUCATION IN KENYA, 1949-2002 Michael Mwenda Kithinji A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY August 2009 Committee: Apollos Nwauwa, Advisor Kefa M. Otiso Graduate Faculty Representative Lillian Ashcraft-Eason Douglas Forsyth © 2009 Michael Mwenda Kithinji All Rights Reserved iii ABSTRACT Apollos O Nwauwa, Advisor This study explores the evolution of policies on access to university education in Kenya between 1949 and 2002. The process of democratizing access during the period under study proceeded unevenly due to the changing economic and political dynamics that conversely affected the university policies. The first twenty years of university experience in East Africa, between 1949 and 1969, witnessed very modest gains in access to university. During this period, the colonial inter-territorial policy severely limited access to university. The inter-territorial university policy was initiated by the British as part of the colonial reform efforts aimed at creating a new kind of imperial partnership with the subject people in the post-Second World War world. The implementation of the inter-territorial policy in East Africa led to the establishment of the University of East Africa with three university colleges of Makerere in Uganda, Dar-es-Salaam in Tanganyika and Nairobi in Kenya. Britain insisted on the inter-territorial policy in the late 1950s and early 1960s even when it was apparent that it planned to grant independence to its East African colonies territorially. This study shows that the inter-territorial policy was a mechanism to ensure the continuation of British influence in East Africa in the post independence period. The realities of independence, however, conflicted with the inter-territorial policy. The increasing demand for more university opportunities by East Africans put pressure on their governments towards expansion of institutional facilities. Consequently, the East iv African governments responded by discontinuing the inter-territorial policy in 1969, allowing for the creation of national universities. The Kenyan government established the University of Nairobi and its constituent, Kenyatta University College in 1970. For the next two years, Kenya witnessed tremendous expansion of university enrollment. But beginning in 1973, the Kenyatta government suspended the expansion process on claims of scarcity of finances. Despite the prevailing high demand, the Kenyatta government retained the colonial elitist mentality that limited university access to only the cream of the Kenyan society. All this changed with the coming to power of President Moi in 1978. When Moi succeeded Kenyatta in 1978, the entire education system was reviewed and reformed. Policies that were intended to democratize access to university education were introduced. The reform strategy involved changing the education structure from the British model that promoted elitism and severely restricted access to the more egalitarian American model. By the time he left office in 2002, the number of universities and students enrolments had increased tremendously. This study is not merely a history of the foundation of universities in East Africa or in Kenya. Rather, it utilizes historical research methods to investigate the reaction of the successive governments in Kenya to the protracted demands for university access. In doing so, it explores the connections between university access and lingering controversies on East African regional integration, quality and relevance, university autonomy, academic freedom, brain drain, university financing and funding, student activism, university diversification and privatization. v DEDICATION This work is dedicated to my grandparents: Samuel Anampiu Jennifer Anampiu Maritha M’Inoti Hezekiah M’Inoti (Late) Through your narratives about the past and dedication to education, you inspired me to pursue knowledge unrelentingly even when the going seemed tough and uncertain. vi ACKNOWLEDGEMENTS Limited space makes it difficult to mention everyone who helped me in my academic journey. Those that I do not mention should know that I appreciate their contributions. First, I would like to thank my parents, Paul and Penina Kithinji, for their sacrifices to ensure that I received the best possible education. I am also indebted to members of my extended family, especially Uncle John Gituma, who made possible my dream of coming to America in search of higher education. I am also grateful to my father and mother in-laws for their encouragement as I undertook this project. A special note of gratitude is appropriate for Dr. Peter Nayenga who, as chair of the history department at St. Cloud State University, Minnesota, provided me with an opportunity to pursue a Masters degree in an American institution. Words alone cannot express my gratitude to my advisor and Chair of my dissertation committee, Dr. Apollos Nwauwa, and his wife Helen for showering me and my wife with support, encouragement and compassion during the course of my doctoral program. Due to Dr. Nwauwa’s intellect and unwavering commitment, I was able to reach great heights of intellectual discovery beyond the horizons of what I considered normally possible. This work would not be possible without Dr. Nwauwa’s rigorous criticism and enlightened guidance. I am truly grateful to other members of my doctoral committee- Dr. Lillian Ashcraft-Eason, Dr. Douglas Forsyth and Dr. Kefa Otiso for their support and extraordinary dedication to my work. I also extend my gratitude to the history department at Bowling Green State University for providing me with an opportunity to pursue and earn a PhD especially with vii the generous resources and professional opportunities extended to me throughout the course of my program. To Tina Amos and Dee Dee Wentland, thank you so much for all your support and encouraging words. I would also like to acknowledge my former graduate colleagues, Camilla Rodgers, Anthony Mutai and Dr. Ogechi Anyanwu of Eastern Kentucky University, for their emotional and intellectual support that made completion of this program possible. I want to thank Dr. Alice Taylor Colbert and all my colleagues in the History Department at the University of Arkansas, Fort Smith, for having confidence in my abilities as a scholar and teacher even as I spent enormous amount of time completing this dissertation. Lastly, thank you, my wife, Makena, for your love, endurance and understanding while I completed this program. Above all, thanks to the Almighty God! viii TABLE OF CONTENTS Page INTRODUCTION..............................................................................................................1 CHAPTER I. THE STRUGGLE FOR CONTROL OF POLICY: BACKGROUND TO UNIVERSITY EDUCATION IN KENYA……………………………………………...18 CHAPTER II. COLONIAL POLICIES AND THE EVOLUTION OF THE UNIVERSITY OF EAST AFRICA, 1953-1963…………………………………………67 CHAPTER III. ELITIST POLICIES AND THEIR IMPLICATIONS FOR THE UNIVERSITY OF EAST AFRICA, 1962-1968………………………………………..121 CHAPTER IV. THE BIRTH OF A NATIONAL UNIVERSITY: THE CRISES OF RESOURCES, ACADEMIC FREEDOMS AND STUDENT ACTIVISM, 1964- 1978………………………………………………...……………...…………………....165 CHAPTER V. POLITICAL CHANGE: THE ERA OF POLICY SHIFT AND RAPID EXPANSION OF UNIVERSITIES, 1972-1985………...……………………………...216 CHAPTER VI. ELITISM AT BAY: THE CHALLENGES OF MASSIVE EXPANSION OF UNIVERSITIES, 1982-2002………………….……………………………………263 CONCLUSION…………………………………………………………………………309 BIBLIOGRAPHY………………………………………………………………………326 ix LIST OF ABBREVIATIONS ASO: Agikuyu Student Organization A- Level: Advanced Level ACCCAST: Advisory Committee for Colonial Colleges of Arts, Science, and Technology ACEC: Advisory Committee on Education in the Colonies ACNETA: Advisory Committee on Native Education in Tropical Africa B.ED: Bachelor of Education BESS: British Expatriate Supplementation Scheme CDWA: Colonial Development and Welfare Act CHE: Commission for Higher Education COCAST: Council for Overseas Colleges of Arts, Science and Technology CO: Colonial Office CUGAC: Colonial University Grants Advisory Committee EACSO: East African Common Services Organization GMAS: Gandhi Memorial Academy Society HELB: Higher Education Loans Board IUC: Inter-University Council for Higher Education in the Colonies IMF: International Monetary Fund JKUCAT: Jomo Kenyatta University College of Agriculture and Technology JKUAT: Jomo Kenyatta University of Agriculture and Technology KACE: Kenya Advanced Certificate of Education KAU: Kenya African Union x KADU: Kenya African Democratic Union KANU: Kenya African National Union KASU: Kenya African Students Association KCSE: Kenya Certificate of Secondary Examination KPU: Kenya Peoples Party KUC: Kenyatta University College KCA: Kikuyu Central Association KNA: Kenya National Archives MIME: Mombasa Institute of Muslim Education NARC: National Rainbow Coalition NCEOP: National Commission on Education Objectives and Policies NUKS: National Union of Kenya Students NUSO: Nairobi University Students Organization PAYE: Pay As You Eat RTC: Royal Technical College SDA: Seventh Day Adventist SAP: Structural Adjustment Programs SONU: Student Organization of Nairobi Union UEA: University of East Africa UNESCO: United Nations Educational, Scientific and Culture Organization USAID: United States Agency for International Development U.K: United Kingdom U.S.S.R: Union of Soviet
Load more

Recommended publications
  • Trilingual Codeswitching in Kenya – Evidence from Ekegusii, Kiswahili, English and Sheng
    Trilingual Codeswitching in Kenya – Evidence from Ekegusii, Kiswahili, English and Sheng Dissertation zur Erlangung der Würde des Doktors der Philosophie der Universität Hamburg vorgelegt von Nathan Oyori Ogechi aus Kenia Hamburg 2002 ii 1. Gutachterin: Prof. Dr. Mechthild Reh 2. Gutachter: Prof. Dr. Ludwig Gerhardt Datum der Disputation: 15. November 2002 iii Acknowledgement I am indebted to many people for their support and encouragement. It is not possible to mention all by name. However, it would be remiss of me not to name some of them because their support was too conspicuous. I am bereft of words with which to thank my supervisor Prof. Dr. Mechthild Reh for accepting to supervise my research and her selflessness that enabled me secure further funding at the expiry of my one-year scholarship. Her thoroughness and meticulous supervision kept me on toes. I am also indebted to Prof. Dr. Ludwig Gerhardt for reading my error-ridden draft. I appreciate the support I received from everybody at the Afrika-Abteilung, Universität Hamburg, namely Dr. Roland Kießling, Theda Schumann, Dr. Jutta Becher, Christiane Simon, Christine Pawlitzky and the institute librarian, Frau Carmen Geisenheyner. Professors Myers-Scotton, Kamwangamalu, Clyne and Auer generously sent me reading materials whenever I needed them. Thank you Dr. Irmi Hanak at Afrikanistik, Vienna, Ndugu Abdulatif Abdalla of Leipzig and Bi. Sauda Samson of Hamburg. I thank the DAAD for initially funding my stay in Deutschland. Professors Miehe and Khamis of Bayreuth must be thanked for their selfless support. I appreciate the kind support I received from the Akademisches Auslandsamt, University of Hamburg.
    [Show full text]
  • Report of the Truth, Justice and Reconciliation Commission
    REPORT OF THE TRUTH, JUSTICE AND RECONCILIATION COMMISSION The Government should immediately carry out counselling services, especially to those who lost their entire families to avoid mental breakdown. It is not too late to counsel the victims because they have not undergone any counselling at all. The community also seeks an apology from the Government, the reason being that the Government was supposed to protect its citizens yet it allowed its security forces to violently attack them and, therefore, perpetrated gross violation of their rights. Anybody who has been My recommendation to this Government is that it should involved in the killing address the question of equality in this country. We do of Kenyans, no matter not want to feel as if we do not belong to this country. We what position he holds, demand to be treated the same just like any other Kenyan in should not be given any any part of this country. We demand for equal treatment. responsibility. Volume IV KENYA REPORT OF THE TRUTH, JUSTICE AND RECONCILIATION COMMISSION Volume IV © Truth, Justice and Reconciliation Commission, 2013 This publication is available as a pdf on the website of the Truth, Justice and Reconciliation Commission (and upon its dissolution, on the website of its successor in law). It may be copied and distributed, in its entirety, as long as it is attributed to the Truth, Justice and Reconciliation Commission and used for noncommercial educational or public policy purposes. Photographs may not be used separately from the publication. Published by Truth Justice and Reconciliation Commission (TJRC), Kenya ISBN: 978-9966-1730-3-4 Design & Layout by Noel Creative Media Limited, Nairobi, Kenya His Excellency President of the Republic of Kenya Nairobi 3 May 2013 LETTER OF TRANSMITTAL By Gazette Notice No.
    [Show full text]
  • Delivering Quality Education at a Low Cost in Kenya, Nigeria and Uganda
    BRIDGE INTERNATIONAL ACADEMIES DELIVERING QUALITY EDUCATION AT A LOW COST IN KENYA, NIGERIA, AND UGANDA Christina Kwauk and Jenny Perlman Robinson BRIDGE INTERNATIONAL ACADEMIES Sincere gratitude and appreciation to Priyanka Varma, research assistant, who has been instrumental in the production of the Bridge International Academies case study. DELIVERING QUALITY We are also thankful to a wide-range of colleagues who generously shared their knowledge and EDUCATION AT A LOW feedback on the Bridge International Academies case study, including: Geordie Brackin, Lucy Bradlow, COST IN KENYA, NIGERIA, Andrew Carruthers, Gibson Gisore, Jay Kimmelman, Marie Leznicki, Shannon May, Sujatha Muthayya, Sylvia Njoroge, Lillian Wamuyu, Andrew White, and the teachers, students and parents at Bridge AND UGANDA International Academies in Gicagi and Kwa Njenga, Nairobi. Lastly, we would like to extend a special thank you to the following: our copy-editor, Merrell Tuck- Primdahl, our designer, blossoming.it, and our colleagues, Kathryn Norris and Jennifer Tyre. The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s) and do not reflect the views of the Institution, its management, or its other scholars. Support for this publication and research effort was generously provided by the John D. and Catherine T. MacArthur Foundation and The MasterCard Foundation. The authors also wish to acknowledge the broader programmatic support of the William and Flora Hewlett Foundation, the LEGO Foundation, and the Government of Norway.
    [Show full text]
  • Environmental Education in Kenya : the Need for a Community- Based Biology Curriculum in the Secondary Schools
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1993 Environmental education in Kenya : the need for a community- based biology curriculum in the secondary schools Suanne Unger The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Unger, Suanne, "Environmental education in Kenya : the need for a community-based biology curriculum in the secondary schools" (1993). Graduate Student Theses, Dissertations, & Professional Papers. 7615. https://scholarworks.umt.edu/etd/7615 This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY Copying allowed as provided under provisions of the Fair Use Section of the U.S. COPYRIGHT LAW, 1976. Any copying for commercial purposes or financial gain may be under^en only with the author’s written consent. University of M ontana Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. ENVIRONMENTAL EDUCATION IN KENYA: THE NEED FOR A COMMUNITY-BASED BIOLOGY CURRICULUM IN THE SECONDARY SCHOOLS b y Suanne Unger B. S., University of Wisconsin—Madison, 1988 Presented in partial fulfillment of the requirements for the degree of Master of Science Environmental Studies University of Montana 1993 Approved by Chairman, oard of Exammers ;an, Graduate School Date Reproduced with permission of the copyright owner.
    [Show full text]
  • Kenya Election History 1963-2013
    KENYA ELECTION HISTORY 1963-2013 1963 Kenya Election History 1963 1963: THE PRE-INDEPENDENCE ELECTIONS These were the last elections in pre-independent Kenya and the key players were two political parties, KANU and KADU. KADU drew its support from smaller, less urbanized communities hence advocated majimboism (regionalism) as a means of protecting them. KANU had been forced to accept KADU’s proposal to incorporate a majimbo system of government after being pressured by the British government. Though KANU agreed to majimbo, it vowed to undo it after gaining political power. The majimbo constitution that was introduced in 1962 provided for a two-chamber national legislature consisting of an upper (Senate) and lower (House of Representative). The Campaign KADU allied with the African People’s Party (APP) in the campaign. KANU and APP agreed not to field candidates in seats where the other stood a better chance. The Voting Elections were marked by high voter turnout and were held in three phases. They were widely boycotted in the North Eastern Province. Violence was reported in various parts of the country; four were killed in Isiolo, teargas used in Nyanza and Nakuru, clashes between supporters in Machakos, Mombasa, Nairobi and Kitale. In the House of Representative KANU won 66 seats out of 112 and gained working majority from 4 independents and 3 from NPUA, KADU took 47 seats and APP won 8. In the Senate KANU won 19 out 38 seats while KADU won 16 seats, APP won 2 and NPUA only 1. REFERENCE: NATIONAL ELECTIONS DATA BOOK By Institute for Education in Democracy (published in 1997).
    [Show full text]
  • Examining the Influence of Multiple Boundary Spanning Agents on Slum Upgrading Outcomes: Studying Muungano Wa Wanavijiji Huruma Settlement Upgrading Project
    MSc Program in Urban Management and Development Rotterdam, The Netherlands September 2017 Thesis Title: Examining the influence of multiple boundary spanning agents on slum upgrading outcomes: Studying Muungano Wa Wanavijiji Huruma settlement upgrading project. Name: Supervisor: Ingmar Van Meerkerk Specialization: Urban Housing and Livelihoods UMD 13 MASTER’S PROGRAMME IN URBAN MANAGEMENT AND DEVELOPMENT (October 2016 – September 2017) Examining the influence of multiple boundary spanning agents on slum upgrading outcomes: Studying Muungano Wa Wanavijiji Huruma settlement upgrading project. Anne Waithira Kamweru Kenya Supervisor: Ingmar Van Meerkerk UMD 13 Report number: 1054 Rotterdam, September 2017 Examining the influence of multiple boundary spanning agents on slum upgrading outcomes: Studying Muungano Wa ii Wanavijiji Huruma settlement upgrading project. Summary Adequate housing is a chronic headache for most of Kenyans and more so the urban poor. Both the private sector and the government acting singularly have been unable to address this problem satisfactorily and provide sufficient and adequate housing stock for all socio-economic groups. This was the basis for the formation of Slum Dwellers Federation Muungano Wa Wanavijiji a vehicle with which the urban poor communally sought solutions to their shared housing problems. One of the redressal solutions pursued by Muungano Federation for its members is the bottom-up approach of ‘community-led settlement improvement’ in Huruma. Realization of such a settlement upgrading is by no means an easy feat considering the community limitations in resources, ability to negotiate for required support from external partners and organizations, the gaping diversities in needs and interests among the community members as well as the hardship in aligning their community interests with the environment other intervening factors arising from the political and policy dynamics in Kenya.
    [Show full text]
  • Race for Distinction a Social History of Private Members' Clubs in Colonial Kenya
    Race for Distinction A Social History of Private Members' Clubs in Colonial Kenya Dominique Connan Thesis submitted for assessment with a view to obtaining the degree of Doctor of History and Civilization of the European University Institute Florence, 09 December 2015 European University Institute Department of History and Civilization Race for Distinction A Social History of Private Members' Clubs in Colonial Kenya Dominique Connan Thesis submitted for assessment with a view to obtaining the degree of Doctor of History and Civilization of the European University Institute Examining Board Prof. Stephen Smith (EUI Supervisor) Prof. Laura Lee Downs, EUI Prof. Romain Bertrand, Sciences Po Prof. Daniel Branch, Warwick University © Connan, 2015 No part of this thesis may be copied, reproduced or transmitted without prior permission of the author Race for Distinction. A Social History of Private Members’ Clubs in Colonial Kenya This thesis explores the institutional legacy of colonialism through the history of private members clubs in Kenya. In this colony, clubs developed as institutions which were crucial in assimilating Europeans to a race-based, ruling community. Funded and managed by a settler elite of British aristocrats and officers, clubs institutionalized European unity. This was fostered by the rivalry of Asian migrants, whose claims for respectability and equal rights accelerated settlers' cohesion along both political and cultural lines. Thanks to a very bureaucratic apparatus, clubs smoothed European class differences; they fostered a peculiar style of sociability, unique to the colonial context. Clubs were seen by Europeans as institutions which epitomized the virtues of British civilization against native customs. In the mid-1940s, a group of European liberals thought that opening a multi-racial club in Nairobi would expose educated Africans to the refinements of such sociability.
    [Show full text]
  • Can African States Conduct Free and Fair Presidential Elections? Edwin Odhiambo Abuya
    Northwestern Journal of International Human Rights Volume 8 | Issue 2 Article 1 Spring 2010 Can African States Conduct Free and Fair Presidential Elections? Edwin Odhiambo Abuya Follow this and additional works at: http://scholarlycommons.law.northwestern.edu/njihr Recommended Citation Edwin Odhiambo Abuya, Can African States Conduct Free and Fair Presidential Elections?, 8 Nw. J. Int'l Hum. Rts. 122 (2010). http://scholarlycommons.law.northwestern.edu/njihr/vol8/iss2/1 This Article is brought to you for free and open access by Northwestern University School of Law Scholarly Commons. It has been accepted for inclusion in Northwestern Journal of International Human Rights by an authorized administrator of Northwestern University School of Law Scholarly Commons. Copyright 2010 by Northwestern University School of Law Volume 8, Issue 2 (Spring 2010) Northwestern Journal of International Human Rights Can African States Conduct Free and Fair Presidential Elections? Edwin Odhiambo Abuya* Asiyekubali kushindwa si msihindani.1 I. INTRODUCTION ¶1 Can African States hold free and fair elections? To put it another way, is it possible to conduct presidential elections in Africa that meet internationally recognized standards? These questions can be answered in the affirmative. However, in order to safeguard voting rights, specific reforms must be adopted and implemented on the ground. In keeping with international legal standards on democracy,2 the constitutions of many African states recognize the right to vote.3 This right is reflected in the fact that these states hold regular elections. The right to vote is fundamental in any democratic state, but an entitlement does not guarantee that right simply by providing for elections.
    [Show full text]
  • Masterarbeit / Master's Thesis
    MASTERARBEIT / MASTER’S THESIS Titel der Masterarbeit / Title of the Master‘s Thesis Out in Africa: The Ambivalent Relationship between the Colonizer and the Colonized in the Selected Works by the White Settler Authors Karen Blixen and Elspeth Huxley verfasst von / submitted by Amel Zairi angestrebter akademischer Grad / in partial fulfilment of the requirements for the degree of Master of Arts (MA) Wien, 2016/ Vienna 2016 Studienkennzahl lt. Studienblatt / A 066 844 degree programme code as it appears on the student record sheet: Studienrichtung lt. Studienblatt / Anglophone Literatures and Cultures degree programme as it appears on the student record sheet: Betreut von / Supervisor: Univ.-Prof. Dr. Igor Maver Acknowledgments First of all, I would like to thank my supervisor Univ.-Prof. Dr. Igor Maver for his constructive feedback, guidance, patience and support. Thank you for keeping the door open, whenever I needed to consult you! I wish also to express my warm thanks to my friends and cousins for their affectionate care, for their constant encouragement, and for easing my worries throughout the writing process, as they have always done in all the difficult times I went through in my studies. All love goes to my family, especially my parents to whom I am very grateful for without them this thesis would not have been possible. Ma and Pa, I am very proud to have you in my life! DECLARATION OF AUTHENTICITY I confirm to have conceived and written this Diploma Thesis in English all by myself. Quotations from other authors are all clearly marked and acknowledged in the bibliographical references, either in the footnotes or within the text.
    [Show full text]
  • Second County Assembly – Second Session
    NAIROBI CITY COUNTY ASSEMBLY OFFICIAL REPORT Second County Assembly – Second Session Wednesday 28th February, 2018 The House met at 2.30 p.m. [Hon. Speaker (Ms. Beatrice Elachi) in the Chair]] PRAYERS COMMUNICATION FROM THE CHAIR VISITING DELEGATION FROM MANDERA COUNTY ASSEMBLY Hon. Speaker: Hon. Members, our sitting this afternoon is graced by Mandera County Assembly Service Board and Welfare Committee [members]. (Applause) Hon. Members, I wish to recognize the presence of; 1. The Hon. Saad Sheikh 2. The Hon. Abdinoor Teno 3. The Hon. Dakane Rafat 4. The Hon. Fatuma Omar Kasai 5. The Hon. Adan Maalim Abdullahi 6. The Hon. Noor Mohamud 7. The Hon. Mohamed Tobow 8. Mr. Ali Mohamed Ibrahim, Board Member 9. Ms. Fatuma Ibrahim, Board Member 10. Mr. Ahmed Surow, Clerk Disclaimer: The electronic version of the Official Hansard Report is for information purposes only. A certified version of this Report can be obtained from the Hansard Editor. Page 2 of 17 NAIROBI CITY COUNTY ASSEMBLY Wednesday, February 28, 2018 (Applause) I warmly welcome you to the Nairobi City County Assembly. I hope you have enjoyed your stay in the City during your auspicious visit. Hon. Members, on behalf of the Nairobi City County Assembly family, I wish to extend a warm welcome to the Hon. Members of the Mandera County Assembly Service Board and Welfare Committee. Feel welcome and enjoy your experience in Nairobi. Thank you. Yes, Hon. Robert Mbatia Hon. Robert Mbatia: Thank you, Madam Speaker. I just noticed there is another Hon. Member from Mandera in the gallery who has not been recognized.
    [Show full text]
  • Mau Mau Crucible of War: Statehood, National Identity and Politics in Postcolonial Kenya
    Graduate Theses, Dissertations, and Problem Reports 2014 Mau Mau crucible of war: Statehood, national identity and politics in postcolonial Kenya Nicholas Kariuki Githuku Follow this and additional works at: https://researchrepository.wvu.edu/etd Recommended Citation Githuku, Nicholas Kariuki, "Mau Mau crucible of war: Statehood, national identity and politics in postcolonial Kenya" (2014). Graduate Theses, Dissertations, and Problem Reports. 5677. https://researchrepository.wvu.edu/etd/5677 This Dissertation is protected by copyright and/or related rights. It has been brought to you by the The Research Repository @ WVU with permission from the rights-holder(s). You are free to use this Dissertation in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you must obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This Dissertation has been accepted for inclusion in WVU Graduate Theses, Dissertations, and Problem Reports collection by an authorized administrator of The Research Repository @ WVU. For more information, please contact [email protected]. MAU MAU CRUCIBLE OF WAR: STATEHOOD, NATIONAL IDENTITY AND POLITICS IN POSTCOLONIAL KENYA by Nicholas Kariuki Githuku Dissertation submitted to the Eberly College of Arts and Sciences at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History Approved by Dr. Robert Maxon, Committee Chairperson Dr. Joseph Hodge Dr. Robert Blobaum Dr. Jeremia Njeru Dr. Tamba M’bayo Department of History Morgantown, West Virginia 2014 Keywords: war, statehood, stateness, security, mentalité, national identity, psychosociological anxieties Copyright 2014 Nicholas Kariuki Githuku Abstract The postcolonial African state has been the subject of extensive study and scrutiny by various scholars of great repute such as Colin Legum, Crawford Young, Robert H.
    [Show full text]
  • Whites Writing Landscape in Savannah Africa
    The Art of Belonging: Whites Writing Landscape in Savannah Africa DAVID McDERMOTT HUGHES Department of Human Ecology, Rutgers University Presented to the Program in Agrarian Studies, Yale University, New Haven, Connecticut, 6 October 2006 “I had a farm in Africa …[where] the views were immensely wide. Everything that you saw made for greatness and freedom, and unequally nobility … you woke up in the morning and though: Here I am, where I ought to be.” Isak Dinesen, Out of Africa (1937:3-4). “I have sometimes thought since of the Elkingtons’ tea table – round, capacious, and white, standing with sturdy legs against the green vines of the garden, a thousand miles of Africa receding from its edge. It was a mark of sanity …” Beryl Markham, West with the Night (1942:60) “Their frontier became a heaven and the continent consumed them … And they can never write the landscapes out of their system.” Breyten Breytenbach, The Memory of Birds in Times of Revolution (1996:108) Imperial colonizers do not seize land with guns and plows alone. In order to keep it, especially after imperial dissolution, settlers must establish a credible sense of entitlement. They must propagate the conviction that they belong on the land they have just settled. At the very least – and this may be difficult enough – settlers must convince themselves of their fit with the landscape of settlement. In other words, all the while 1 excluding natives from power, from wealth, and from territory, overseas pioneers must find a way to include themselves in new lands. Two factors interfere with such public and private persuasion: pre-existing peoples and the land itself.
    [Show full text]