A MARXIST ANALYSIS OF ETHNO-REGIONAL INEQUALITIES IN EDUCATION AND CONSEQUENT OPPORTUNITIES IN KENYA: THE CASE OF CENTRAL AND COASTAL REGIONS

Abstract

The purpose of this study was to investigate the ethno- regional dynamics in education in Kenya and related inequalities using the case of Central and Coastal regions and suggest ways to alleviate them. The objectives of the study were: to investigate the ethno-regional dynamics in education and consequent inequality in opportunity in the Central and the Coast regions of Kenya, to apply Marxist analysis as a basis for accounting for the persistent ethno-regional dynamics in education and consequent inequalities in Kenya, to critique the strategies the Kenyan Government has used to address ethno-regional inequalities in education. The study was guided by Marxist economic determinism theory. It has employed the analytic, critical, prescriptive, speculative and phenomenological philosophical methods. These methods were used to complement each other. Conceptual analysis was used to explain the operational definition of terms. Marxist analysis was used as a tool to analyse ideology in the hidden curriculum in the Kenyan education system. The prescriptive method was used to make recommendations about what should be done to reduce ethno-regional inequality in education and opportunity. The research also recommended the addition of content in the curriculum and its attendant pedagogy that may inculcate the value of ethno-regional equality among citizens. This addresses the speculative aspect. The critical method was used to critique the initiatives the government has been using to address ethno-regional inequality in education and opportunity. The phenomenological method was used to provide a rich description of ethno-regional inequality in education and opportunity by the participants and not as a solution to the problem. The study established that: There are ethno-regional inequalities in education in the distribution of resources between the central and Coastal ethno- regions. Marxist tenets or perspectives have revealed the hidden ideology in Kenya’s education system. Analysis of the education documents has shown that while they advocate for equality, the reality is that the school system propagates inequality through for instance the hierarchy in classification of schools and privatization of educational institutions. The education policies such as cost- sharing and Harambee are designed to favour the elites. Attempts and initiatives made by the government to counter ethno-regional inequalities in education, still have gaps that need to be addressed in making them more efficien