Dynamics for establishing secondary schools in modern Kenya : Comparison with the harambee movement

Ogawa, Miku

doi:https://doi.org/10.18910/73805

Dynamics for establishing secondary schools in modern Kenya : Comparison with the harambee movement

Ogawa, Miku

Osaka Human Sciences, 2020, 6, 149-169

アクセス数:190件（2025-04-06 10:55 集計）

固定URL: https://doi.org/10.18910/73805

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タイトル	Dynamics for establishing secondary schools in modern Kenya : Comparison with the harambee movement
著者	NRID 1000040848610 1000040848610 researchmap permalink miogawa miogawa 著者名 Ogawa, Miku
キーワード等	Harambee
	community
	Kenya
	secondary school
	wealth redistribution
抄録	Following independence in 1963, Kenya saw the fl ourishing of a community-led movement to establish secondary schools known as Harambee. In the Harambee Movement, required contributions were proportional to the ability to contribute, encouraging wealth redistribution via the establishment of local schools. This study examined the role played by local communities in the provision of educational opportunities in modern Kenya to shed light on current secondary-school development through a comparison with the Harambee Movement. Analysis of five case study secondary schools in Sub-County X, Busia County, Kenya, revealed that, since the Harambee Movement, the overlap between the communities that provide educational opportunities and the communities that make use of them has been shrinking, while at the same time there has been an expansion in school options available to students and their guardians. At new schools, the need for options was recognized among the various actors involved in schools’ establishment. The community-minded wealth redistribution function accomplished by former Harambee Movement schools continued in a modified form, diverging into two strands operating before or after a school’s registration as a public school. This changed the limited resource redistribution from the wealthier members of the community and to a cost burden—not necessarily based on a spirit of community—shouldered by those sending children to a given school. This study results suggested that changes in and stratification of the community involved in a school interacted with a diversification in the approaches to school involvement to complicate regional disparities, and these disparities may be found increasingly at a more micro-level.
出版者	Graduate School of Human Sciences, Osaka University
収録物名	Osaka Human Sciences
巻(号)	6
ページ	149-169
刊行年月	2020-03
言語	英語
ハンドルURL	https://hdl.handle.net/11094/73805
DOI	https://doi.org/10.18910/73805
NCID	AA12727839
アクセス権	open access
出版タイプ	Version of Record
カテゴリ	紀要論文 Departmental Bulletin Paper
カテゴリ	Osaka Human Sciences / Vol.6

資源タイプ	紀要論文
ローカル資源タイプ	紀要論文
DCMI資源タイプ	text
DCTERMS.bibliographicCitation	Osaka Human Sciences. 2020, 6, p. 149-169
DC.title	Dynamics for establishing secondary schools in modern Kenya : Comparison with the harambee movement
DC.creator	Ogawa, Miku
DC.publisher	Graduate School of Human Sciences, Osaka University
DC.language' scheme='DCTERMS.RFC1766	英語
DC.type' scheme='DCTERMS.DCMIType	text
DCTERMS.issued' scheme='DCTERMS.W3CDTF	2020-03
DC.subject	Harambee
	community
	Kenya
	secondary school
	wealth redistribution
DCTERMS.abstract	Following independence in 1963, Kenya saw the fl ourishing of a community-led movement to establish secondary schools known as Harambee. In the Harambee Movement, required contributions were proportional to the ability to contribute, encouraging wealth redistribution via the establishment of local schools. This study examined the role played by local communities in the provision of educational opportunities in modern Kenya to shed light on current secondary-school development through a comparison with the Harambee Movement. Analysis of five case study secondary schools in Sub-County X, Busia County, Kenya, revealed that, since the Harambee Movement, the overlap between the communities that provide educational opportunities and the communities that make use of them has been shrinking, while at the same time there has been an expansion in school options available to students and their guardians. At new schools, the need for options was recognized among the various actors involved in schools’ establishment. The community-minded wealth redistribution function accomplished by former Harambee Movement schools continued in a modified form, diverging into two strands operating before or after a school’s registration as a public school. This changed the limited resource redistribution from the wealthier members of the community and to a cost burden—not necessarily based on a spirit of community—shouldered by those sending children to a given school. This study results suggested that changes in and stratification of the community involved in a school interacted with a diversification in the approaches to school involvement to complicate regional disparities, and these disparities may be found increasingly at a more micro-level.
DC.identifier	10.18910/73805
DC.format	73805
citation_title	Dynamics for establishing secondary schools in modern Kenya : Comparison with the harambee movement
citation_author	Ogawa, Miku
citation_publisher	Graduate School of Human Sciences, Osaka University
citation_language	英語
citation_date	2020-03
citation_journal_title	Osaka Human Sciences
citation_volume	6
citation_firstpage	149
citation_lastpage	169
citation_public_url	https://hdl.handle.net/11094/73805
citation_doi_detail	10.18910/73805
citation_doi	https://doi.org/10.18910/73805

Dynamics for establishing secondary schools in modern Kenya : Comparison with the harambee movement

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