Behind Barbed Wire Fences: Higher Education and Twenty-first Century Teaching in Dadaab, Kenya
Bibliographic record
Abstract
Since the independence movements of the 1960s, educators concerned about the aims of education in Africa have urged African governments to reform formal education systems inherited from European colonizers. The contention here is that colonial education devalued African “traditional epistemology and philosophies” (Abdi, A. A. 2012) and that newly independent African countries need to adopt “indigenous approaches to education” if education is to bring about sustainable development (Owuor 2012). Teachers and teacher education programs are at the center of this project as they are seen as the “hub of transformational education” (Nsamenang and Tchombe 2011). However, this “Africanization” project has failed because “the institutional framework established by colonial governments was left largely intact” (Nungu 2012) and teacher education in many parts of Africa is currently in crisis (Sifuna and Sawamura 2010). Thus, Musembi Nungu (2012) calls for teacher education that is grounded in African epistemology, and the “re-culturing” of teacher education in Africa. This article focuses on a teacher education program offered to refugees and local Kenyan nationals in Dadaab, Kenya by a consortium of Canadian and Kenyan universities. Education for refugees brings new challenges to the discourse about the relevance of education in Africa. The nature of refugee education is such that it puts the schooling of those displaced in the hands of global actors. The reality is that for the 3.7 million African refugees displaced in Sub-Saharan Africa (UNHCR
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".