Of Schools and Students

This year has seen quite a number of fires in schools and it appears the students are the ones setting them. I’ve kept up with the questions asked and the solutions discussed but I don’t intend to throw my hat into that particular ring today. I will only say that, as many have already suggested, if you actually want to get to the why of the fires, you must involve students in that conversation. What I do want to discuss is a spin off topic that’s grown from all of this; the relationship between schools and their students.

There is something very wrong with how Kenyan schools view their students. I am of the opinion that many don’t see students as people. At least, not really. They see them as potential, as expectations, as blank slates in need of shaping and direction. More often than not, they are ‘almost people’ with no wants and desires of their own. Any frustrations and grievances they may have, so long as no law has been grossly violated, are irrelevant. When their futures are being determined, they don’t get a seat at the table. When they are accused of something, they rarely get the opportunity to even state their own motive; that too is decided for them. Any attempt to protest any of this is filed under the catch all phrase– disrespect of one’s elders.

“There’s a word for people our age. They call us children and they treat us like mice”

–          Ender’s Game, Orson Scott Card.

This does not always start at the schools mind you. The older generation would have their children believe that they were all first in their class, that they wasted no time on frivolous entertainment and that their school lives were spent studying at all times except when they absolutely had to do something else. While the ubiquity of this story among Kenyan parents is actually kind of funny, the hilarity tends to fade when it presents very real expectations. Impossible levels of focus and dedication to school work are often demanded without regard for how ridiculous they actually are. No one, let alone people of school going age, can possibly sustain that kind of thing. Yet, it is treated as failure if they don’t.

If you sit kids down, hour after hour, doing low grade clerical work, don’t be surprised if they start to fidget.

–       Sir Ken Robinson

The school system is founded upon impossible expectations towards a group of people that we don’t acknowledge are in fact, just that, ordinary people. It’s why so often we subject students to conditions that we would not willingly agree to endure. Parallels have been drawn between some schools and jails. The leadership systems that many schools employ lean heavily towards fascist ideals (Strong leaders who must be harsh to the point of violence and resort to rule through fear in order to maintain social order).  It is a mess.

But how is this the case? How has this system not only endured for so long but actually been defended as right? I suppose it comes down to the fact that most of it is not malicious but is actually well intended. Children are complicated and not renowned for their fine decision making, this is no secret. They are a challenge. Those charged with the responsibility of educating and taking care of them often see the difficulty of the task, want to do the job well but there is just no clear path there. And, it would be so easy if there was one, wouldn’t it? A one size fits all set of solutions that could be reached for any time. A profile of the student mind that could be referred to whenever necessary. Simple motives that could be attributed in any situation. This would all make every school’s, and even parent’s, work so much easier. Unfortunately, it doesn’t exist. Even more unfortunately, we like to pretend that it does.

If we do not do these things, we will get undisciplined, lazy brats who do not respect their elders. There is no other way that works. Spare the rod, spoil the child. That is often the root of the reasoning. It’s a good story, a safe one. Safe because it gives control. It simplifies the matter into actions and consequences that make for easy decisions. It becomes the only easy thing in a complicated, high stakes matter. It makes the responsibility bite sized and more palatable, especially if you are in charge of other people’s children. Tempting as it is, the story is flawed and must be rejected.

But if we are to dismiss this story, then what is the alternative? What has to be done? Well, first one has to accept that students are individuals. To listen to them. To treat everything on a case by case basis and find the answers that are most helpful to the people involved. I don’t say that lightly by the way, I understand just how complex that would be. The workload alone would be near impossible, not to say anything of how to do it right. And because they are young, and don’t make the finest of decisions, the students would no doubt try and take advantage of such a system. I acknowledge all of that. But this matter will never be easy. And if anyone is to accept responsibility for educating and raising children, shouldn’t they aim for the very best regardless of the difficulty?

The truth is, the easier way is clearly not the best. Worse, it encourages behaviour from teachers and figures of authority in schools that tend to create new problems. An example that holds in most schools is that If a teacher punishes someone for something they didn’t do, they are not allowed to protest. If they think they were wronged, they can only bring it up after they’ve done the punishment – if they dare.

I’ve always found it somewhat amusing that many teachers who subscribe to this principle will also turn around and complain about similar aspects in the politics of the country. As if they are not spending years demonstrating that truth and justice must come second to authority and power to their students. And this is not a one off. Many of the problems that we face in this country not only exist in the school system but are actively reinforced there. It is where we start to learn that accountability only goes down the chain and respect only goes up. Where we see that things that are otherwise wrong somehow become right if you have enough power.

All of that being said, my intention is not to slander teachers and schools; they do important work. Many Kenyans spend a great deal of their younger years in boarding schools and in truth are brought up by these people. But this is precisely why it is important to acknowledge the problem and it cannot be denied that there is one. The interaction between students and their schools is so often characterized by hostility and enmity that one wonders how much damage is caused by enduring such things for so long. It is a problem. A whole host of problems.Something has to give.

We often forget that as time passes, we know more. Students grow up knowing more than we did at their age and as a result they see the world differently. Our past is not truly their present. We do not know them; we do not know their experience and we cannot unless we listen.To ignore them is to invite consequences for all of us. Because, when you deny somebody a voice, ignore them unless you want to put them to work or to punish them, it cannot possibly end well. Eventually, they will find a way to make themselves heard. A way that you cannot continue to ignore. I cannot say that this is why we have been seeing these fires but we’re all paying attention now, aren’t we? It would not surprise me that if we keep ignoring the words of students, we might have to contend with learning to read smoke signals.

The Decolonisation Project

Decolonisation! A term I got acquainted with when I first commenced my studies at the University of Cape Town. It’s rather a peculiar term that I had never heard before and I must say, I was confused at first about its meaning or significance. How do you undo something that has already manifested itself?

My idea of colonialism stemmed from the vague education system I received in high school. The chronological events of colonialism: the Berlin West African conference, the partitioning of Africa, the arrival of missionaries and the colonial administration systems. Therefore, with such a layman’s understanding of colonialism one that emphasized the course while neglecting the cause, the consequences, implications and effects I really wondered what people meant when they spoke of decolonisation. Did it mean we ought to reverse the whole colonial process? As in go back to Berlin and redraw the borders and build ships and take back all the descendants of the white man? Take back all they stole from the hinterland? It sounded rather unrealistic for me.

There ought to have been more to this, perhaps I was missing out on something and was oblivious to a more conscious understanding of what colonisation was exactly and its implications.

Exploring the concept of Colonialism

Have you ever heard of the poem “the white man’s burden”? This is a poem which grasps on the idea that the white man was burdened with the task of trying to civilise the dark continent of ‘savages’. That is what they called us. To them, civilisation involved causing a paradigm shift in the mentality of the natives. It was a doctrine that regarded the natives lost souls in dire need of redemption, education and a new language. One wonders what was to be left for the natives to take pride in.

Therefore colonialism primarily involved addressing the mind of the native in a way that would lead to a people with an inferiority complex. A people who might unconsciously disdain their uniqueness, colour, customs, culture and heritage, discarding it for the culture of the white man.

Another important aspect of colonialism was the issue of divide and rule. It all started from the macro level by dividing territory without the consent of the ethnic tribes. This proved to be problematic for it meant imposing unity among different tribes and perhaps separating tribes without any consultation with those tribes. On the micro scale, this division entailed enticing enmity among the natives, tampering with and undermining their existing customs and elevating the ‘good boys’ at the expense of the traditional chiefs which resulted in tension between the former and latter.  

Then, the most apparent aspect of colonialism was the extraction of Africa’s raw materials, which further boosted the economies of the metropolitan states of the colonisers while impeding Africa’s growth.

Therefore what does decolonisation entail?

If we are to address the issue of decolonisation pragmatically, in a way that does not make it ambiguous and cause confusion like it did for me when I first heard of it, we ought to begin by addressing the key elements listed above. This means for the purpose the article, trying to achieve decolonisation first entails deconstructing the mind-set and mentality of Africans. Dispositioning them from a state of inferiority to one of self-pride.

Decolonisation also entails promoting the ideology of unity and Pan Africanism. This might assist in fixing our continent which is deeply entrenched in intra conflict within states of which Politics, ethnicity and religion remain the genesis of the conflict. Decolonisation also means addressing the major problem of Africa’s resources which seem to benefit external players. We dwell in a neo colonial system that has found inconspicuous means of continuing to suck out Africa’s wealth while disguising itself as the functional global economy.

Well, is the Decolonisation Project Practical, Viable and Possible?

  • Knowledge is Power.  Addressing the mentality of the African people will take a great amount of effort on both the people instilling this knowledge and the people receiving it. With the education system pervasive in Africa, one that emphasizes primarily on making people potential job candidates, we might not reach the level we want as a continent. We need to incorporate elements in our education system where we expose students to different narratives of African literature, ones that are also intellectual and not primarily academic. Ones that do not enforce a white supremacist doctrine.  

    Now, we are forced to depart formal education with the mentality that civilization and modernisation is western and affiliated to whiteness, neglecting the fact that Africans and black people have made major contributions to the world’s modernity. So what we need is an education system that exposes the detrimental effects of colonialism and its impact today, while promoting a culture of breeding think tanks and problem solvers with solutions on how to fix the problem. Only then can we envisage the decolonisation Project’s success.
  • The problem of Unity. Unfortunately, we have not excelled on the topic of unity and we might not have taken any steps in this journey of a thousand miles.  This is linked to the previous point as our education system can also endorse the agenda of uniting and appreciating each other as Africans in our distinctiveness.
    I am also convinced that unity should not be a concept that is only ideological but should carry practicality in it. If Africa does not promote a culture of interaction between states, through regionalisation, trading and more multilateral and bilateral relations we will always remain a delusional continent. This notion stems from the neo liberal school of thought and the ‘prisoner dilemma’ notion that states are likely to cooperate together when there are institutions that promote practical interactions and trade among them. I was impressed by the recent development as there might be an introduction of the African passport. However, its implementation remains in question.
  • Thwarting Neo-Colonialism. Today,  Africa remains a continent that boasts of its mineral wealth but shies away from the fact that it remains an impoverished continent up to date This is the incongruent nature of Africa’s current affairs. Many will blame the international system for continuing to undermine Africa’s potential however I must state that the endurance of the enemy’s oppression is partly determined by our tolerance and acquiescence. The main problem remains political. Africa suffers from the cancer of unscrupulous leaders, who enrich themselves at the expense of the economies of their respective countries while serving the interests of the western and eastern giants hungry for Africa’s goodies. Therefore decolonisation in this regard will depend on the willingness of the leaders to prioritise national goals and the national and African vision above their self-interests.


My next article will carry the same theme as I analyse the African Union’s contribution to the decolonisation Project.