Influence of indegineous knowledge on the adoption of school-based education among Kenyan Masaai; Implications for curriculum reform

Abstract

This study investigated how Indigenous Knowledge (1K) of the Kenyan Maasai influenced the adoption of school-based education (SBE) in that society during the colonial and post colonial periods. The study addressed IK and SBE as they have occurred among the Maasai of Narok District. Pertinent objectives and research questions guided the investigations. A review ofthe literature indicated a paucity of studies in the field ofIK. Most of the available research reports simply claimed that the Maasai were resistant to change because of their culture. None of these studies examined the influence of indigenous knowledge as a factor in Maasai resistance to change in general and to modern education in particular. The study was carried out within the frameworks of three theories. These theories were Structural-functionalism theory that emphasised societal insistence on maintenance of status qua in their affairs; Articulation of Modes of Production theory, which focuses on economic and productive activities; and Culture theory, which maintains that in every society there exist learned biases that have immense effect on the rate of social change. This research study used qualitative approach to investigate the major problem. To a lesser extent, descriptive statistics were used to gain more insights into the pertinent issues that could not be explained from the qualitative data. The data for the study was therefore gathered using tools that were credible and amenable to this type of study. These tools included interview schedules, observation records, and documentary sources. The data thus collected was analysed and interpreted in the light of the objectives of the study and research questions. When analysed, the data revealed that [K of the Maasai may be classified into three major domains Social/recreational knowledge, Economic/productive knowledge; and Ecological/environmental knowledge. The analysis of the data also established that Kenyan Maasai have not participated fully in SBE because of entrenched IK, which they find more appropriate to the needs, aspirations and interests. The study discovered that the values, skills and attitudes acquired through IK have negatively influenced Maasai attitudes to SBE. The results of this study imply that there is a need to reform the school curricula offered to Kenyan Maasai by incorporating or infusing certain aspects of IK. Such a reform would lead to more acceptance of SBE among the Maasai as the curricula would be relevant to their lives. The study recommends such a reform because countries like Bolivia in Latin America have successfully incorporated IK in their curricula, leading to better acceptance of SBE.