Kenya has worked to position itself as a global and regional peace maker, however these efforts stand in contrast to its ability to handle peace internally. Continued political violence has impacted Kenyan governance, yet new school curricula remain largely silent, particularly on the 2007/2008 post-election violence and broader patterns of state repression. Despite total education overhaul, education in Kenya avoids addressing past conflicts instead using vague calls for peace. Drawing on interviews with Kenyan educators, post-conflict education in Kenya will be examined as a vehicle for peace that ignores the question of why peace is needed.
Author: Meredith Whye
Meredith Whye ist Doktorandin in Curriculum & Global Studies an der University of Wisconsin-Madison. In ihrer Forschung untersucht sie die Überschneidung von gewaltsamen Konflikten, Erinnerung und Bildungsreformen, insbesondere in Kenia. Als Fellow des Leibniz-Forschungsverbunds Wert der Vergangenheit absolviert sie im Februar 2025 einen Gastaufenthalt am PRIF. // Meredith Whye is a doctoral candidate at the University of Wisconsin-Madison in Curriculum & Global Studies. Her work looks at the intersection of violent conflict, memory, and education reform, specifically in Kenya. As a Fellow of the Leibniz Research Alliance Value of the Past, she visits PRIF in February 2025.
