Understanding the Context of Community-Based Learning in Kenya: Sociocultural, Diversity, and Linguistic Issues
Bibliographic record
Abstract
Many African higher education institutions have adopted community-based learning (CBL) to foster high-quality learning and civic engagement. In Kenya, neocolonial practices of using Eurocentric community service-learning models have caused tensions and disconnection between CBL theory and university students’ experiences in the field. Using hermeneutics as its theoretical and methodological framework, an interpretive study analyzed Kenyan university students’ experiences and perspectives on CBL in diverse community and organizational settings. This article reports the study’s findings related to students’ encounters with unique sociocultural, diversity, and linguistic issues connected to CBL in Kenya, including encounter with the intense realities of HIV/AIDS. Findings and discussion of these issues contribute to a deepened understanding of civic engagement programs in Kenya and offer new perspectives on developing culturally relevant CBL programs. Muchas instituciones africanas de educación superior han adoptado el aprendizaje basado en la comunidad (ABC) como método para promover el aprendizaje de alta calidad y el compromiso cívico. En Kenia, las prácticas neocoloniales que emplean modelos de aprendizaje a través del servicio a la comunidad han causado tensiones y desconexión entre la teoría y las experiencias de campo de los estudiantes universitarios. Usando la hermenéutica como marco teórico y metodológico, un estudio interpretativo ha analizadolas experiencias y perspectivas de los estudiantes universitarios kenianos acerca del ABC en diversos escenarios comunitarios y organizacionales. Este artículo presenta los resultados de dicho estudio en relación con las experiencias de los estudiantes kenianos en aspectos lingüísticos, socioculturales y de diversidad conectadas al ABC, incluidas sus vivencias con la dura realidad del HIV/SIDA. Las conclusiones acerca de estos aspectos contribuyen a profundizar en la comprensión de los programas de compromiso cívico en Kenia y ofrecen nuevas perspectivas para el desarrollo de programas de ABC culturalmente relevantes.
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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 | 0.020 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.009 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.002 | 0.002 |
| Research integrity | 0.000 | 0.009 |
| Insufficient payload (model declined to judge) | 0.000 | 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".