Transformative Education for the 21st Century: Gender, equity and inclusion in Kenya
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Date
2021-02
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Kenyatta University
Abstract
The Kenyan Government, is a key stakeholder in the education sector, and has the obligation to engage different
actors in ensuring that the gender parity discourse in education translates into praxis. Any gender related
programme, which fails to address a girl child right to education as priority problem area, cannot drive the
transformative education agenda for women. This right is not only a gender issue, but also an equality, equity
and inclusive issue. In order for education in Kenya to be progressively transformative and able to face 21st
century, theory and research methodology are critical. This paper argues that: i) though every child has the right
to education, the most left behind has been the girl child, due to a failed African philosophic educational
discourse, owing to a number of factors; ii) transformative educational discourse must deconstruct the ontology
of the girl - child beyond theoretical and methodological limitations; iii) the philosophical and anthropological
grounding of law, rights(equality) and justice(equity) can be demonstrated from a Thomistic perspective; iv)
Girl-child right to education and the 21st century transformative discourse: equality, equity and inclusion
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