Browsing by Author "Wango, Geoffrey Mbugua"

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    Language and gender: a case study in social semiotics of the lexicon of the Gikuyu language
    (2012-04-11) Wango, Geoffrey Mbugua
    This study examines the place and role of language in gender in a social semiotic framework. It studies the extent to which the lexicon in Gikuyu language is sexist. The study achieves this through a computer-based corpus of spontaneous conversational data between Gikuyu speakers. The basic argument is that Gikuyu relegates females to a subordinate position in which their roles and functions are suppressed in favour of the males. The thesis is divided into five chapters. Chapter one is a general introduction in which the study problem is stated and the procedure used in the study is given. Chapter two contains the literature review. Chapter three describes the Gikuyu social and cultural background that helps to uncover the subtle aspects of the society as an important component to help explain the place of women in the society. The findings of the research are presented and discussed in chapter four; the lexis is described and interpreted in relation to gender and what has been outlined in earlier chapters. The possible causes of such a bias in word use is investigated, various connotations observed and statistical analysis and interpretation attempted. The last chapter evaluates the whole study including its relevance, application, implications, and suggestions for further study. We conclude that Gikuyu language needs to redefine and exclude certain terms that hamper women’s development and that have created negative perceptions of the female and her image especially while promoting the male at the expense of the female.
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    Policy and practice in guidance and counselling in secondary schools in Kenya
    (2011-12-16) Wango, Geoffrey Mbugua
    This thesis explores the policy and practice of the secondary school guidance and counselling programme in Kenya in the context of the school. The study was conducted in three stages beginning with an initial survey at stage one and case studies at stage two. At the third stage of the study, discussions were held with various stakeholders including a focus group discussion with students. The theoretical framework for the study is based on prismatic society (Rigs, 1964; Harber and Davies, 1997), and Fullan's (2001) model of educational changes, using the person centred counselling approach as the background to counselling. Findings suggest that despite the emphasis on guidance and counselling in schools, the provision of guidance and counselling services is highly variable and somewhat fragmented in scope largely depending on individual schools. The main implication of the study is the need for more comprehensive guidance and counselling policy in this increasingly important area of education. These relate to the appointment of Counsellors, professional issues including a code of conduct for counsellors and the need for a more comprehensive programme that is learner friendly.