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Of Independent Public Universities in Mombasa, Kenya Kevin Brennan

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Of Independent Public Universities in Mombasa, Kenya Kevin Brennan A History of the Absence (and Emergent Presence) of Independent Public Universities in Mombasa, Kenya Kevin Brennan A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education. Chapel Hill 2008 Approved by: George Noblit Julius Nyang‟oro James Trier Richard Rodman Gerald Unks © 2008 Kevin Brennan ALL RIGHTS RESERVED ii Abstract Kevin Brennan A History of the Absence (and Emergent Presence) of Independent Public Universities in Mombasa, Kenya (Under the direction of George Noblit and Julius Nyang‟oro) While there is a great deal of literature available about schooling in Kenya and a good deal of writing about the establishment of Kenya‟s public university system there is a significant gap in the literature when it comes to describing and analyzing why certain areas of the country had long been removed from any on-site development of independent university opportunities. This study is an attempt to offer a history of an educational institution – an independent public university at the coast in Kenya – that does not yet exist. This longstanding absence took several significant steps toward transforming to a presence in 2007, when several university colleges were created at the coast. This transformation from absence to presence is a central theme in this work. The research for this project, broadly defined, took place over a seventeen year period and is rooted in both the author‟s professional experience as an educator working in Kenya in the early 1990s as well as his academic interests in comparative and international higher education. More narrowly, core data for the study was gathered in a series of open-ended interviews conducted during a series iii of trips to Kenya made between 2005 and 2007. Additional data were collected from newspaper sources and other published materials available in Kenya. The data were analyzed using a blend of grounded theory, dialectical and discourse analysis frameworks, in which the author‟s long, pre-doctoral study, professional engagement with Kenya fed the symbiosis of data collection and the theory development that is a central element of grounded theory. Dialectics provided a framework of major chord discourses (marginalization; a responsive discourse of alternatives; and „a university of our own‟) within each of which a Fairclough-ian understanding of discourse is used to reveal the minor chord complexities of each major chord discourse. iv Acknowledgements My wife, Sarah Brennan, whose love and support is what I am convinced makes the sun shine. No exaggeration. My parents, Tom and Joan Brennan. Their love, understanding and encouragement throughout the length of my sometimes troubled connection with my education has proven to be the root out of which this work grows. My primary advisors, George Noblit and Julius Nyang‟oro, without whose advice and encouragement this work would never have been formally undertaken. The other members of my dissertation committee: Richard Rodman who has been a friend and colleague for years now; James Trier, whose courses in the School of Education at the University of North Carolina were the most interesting and thought-provoking I took – no matter what anyone at the Pope Center might have to say about it; Gerald Unks, whose willingness to assist in tight circumstances is much appreciated. I would also like to thank Regina Cortina, who was an early member of my dissertation committee, until her departure for Columbia University. Athman Lali Omar, the Director of the Swahili Resource Center in Mombasa, and my friend and colleague for many years. Without Athman‟s help this work was unthinkable. Mohamud Jama, current Director of the Institute for Development Studies at the University of Nairobi, a long-time friend, and along with Athman Lali Omar, one of the first people I spoke with, in the early 1990s about the issues presented here. Jamal Omar Odwah. Oduoch Pido and other friends still connected with the School for International Training‟s study abroad programs in Nairobi and Mombasa. The staff of the Swahili Resource Centre in Old Town, Mombasa, Kenya. Milissa Markiewicz and Bob Hornik (and family) each of whom opened their homes to me and provided a safe place to get away from all of this when I needed it. To Janet Lopez, Daniella Cook, and other colleagues in the PhD program – you helped me think. Thanks. All of the people with whom I spoke over the many years the questions explored here have engaged me. I am especially grateful to all of the people who gave of their time and agreed to be interviewed in the course of my data collection. v Table of Contents Abstract ............................................................................................................ iii Acknowledgements ......................................................................................... v List of Figures ............................................................................................... viii List of Abbreviations ..................................................................................... ix SECTION ONE ................................................................................................... 1 Chapter One: Introduction to the Dissertation ............................................................... 1 Chapter Two: A History of “Formal” Education in Kenya ........................................... 12 Introduction .................................................................................................................... 12 Away from the Coast ................................................................................................... 19 The Postcolonial Period .............................................................................................. 24 Conclusion ..................................................................................................................... 31 Chapter Three: A History of University Education in Kenya ...................................... 34 A Brief History of Higher Education in Africa ........................................................... 34 The “European University” in Africa .......................................................................... 36 The “Development” of Kenya‟s Public Universities ................................................. 42 Alternative Forms of Public Higher Education ......................................................... 52 Enrollment and Emergent Public University Forms ................................................ 58 Emergent Private University Forms........................................................................... 70 The New University Colleges at the Coast .............................................................. 73 SECTION TWO ................................................................................................80 Chapter Four: Grounded Theory, Dialectics of Change, and Discourse Analysis . 80 Chapter Five: THESIS –Discourses of Marginalization ............................................. 93 Introduction .................................................................................................................... 93 Depicting Marginalization as Absence ...................................................................... 98 Generalized Discourses of Marginalization ............................................................ 101 A Brief Review on Marginalization, Religion and Education ............................... 109 Marginalization, Politics, and a “Disunity of Purpose” .......................................... 112 Discourse: The Contributions of Elder Coast Academics .................................... 121 vi Conclusion ................................................................................................................... 126 Chapter Six: ANTITHESIS: A Responsive Discourse of Alternatives .................... 129 Introduction .................................................................................................................. 129 Crux point: Mombasa Islamic University ................................................................ 130 Crux Point: The Alternative of International Opportunity ..................................... 137 Crux Point: Local Recruiting by Non-Kenyan Universities .................................. 141 Crux Point: The Universal Education Trust Fund .................................................. 144 Conclusion ................................................................................................................... 151 Chapter Seven: SYNTHESIS - A „University of Our Own‟ ....................................... 154 Introduction .................................................................................................................. 155 Crux Point: Moi University as a University of Its Own .......................................... 163 Crux Point: The Joint Admissions Board ................................................................ 167 The Synthesis: A University of Their Own? ........................................................... 175 Conclusion ................................................................................................................... 181 Chapter Eight: EMERGENT THESIS – What Comes Next? .................................. 186 Introduction .................................................................................................................
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