Narratives in School History Textbooks: An East African Perspective
https://doi.org/10.46272/2587-8476-2023-14-2-133-147
Abstract
This study conducts an in-depth analysis of the content in school history textbooks from East Africa, assessing the potential impact on socio-political stability in the region. Citing relevant research on multiperspectivity, the authors recognize the significant role power dynamics play in shaping historical narratives, suggesting that colonial structures and the dominance of majority groups continue to influence these dynamics. The paper provides a historical context by reviewing the educational systems in Kenya, Uganda, and Tanzania. It particularly notes the challenges faced by the Muslim minority group, who often study in public schools managed by Christian entities or the government. These institutions predominantly use secular history textbooks, potentially biasing the learning experience. The researchers employed content analysis to qualitatively evaluate the data in these textbooks. The results indicated a biased presentation of historical events, overemphasizing the colonial and post-colonial periods while underrepresenting the influence of Islam in East Africa. The authors argue that this selective approach to history education might intensify existing socio-political tensions in the region. They advocate for a more balanced and inclusive representation of historical events in educational materials to foster a more equitable learning environment.
Supporting agencies: This study was conducted within the framework of the HSE University Program of Fundamental Research in 2023 with the support of the Russian Science Foundation [grant number 21-18-00123].
About the Authors
A. R. Shishkina
HSE University; Institute for African Studies, Russian Academy of Sciences
Russian Federation
Competing Interests:
Russian Federation
Alisa R. Shishkina, PhD (Polit. Sci.), Leading Research Fellow, Center for Risks and Stability Analysis, HSE University; Senior Research Fellow, Institute for African Studies, Russian Academy of Sciences
20, Myasnitskaya street, Moscow, 101000
Competing Interests:
No potential confl ict of interest was reported by the authors.
T. O. Dunde
Catholic University of Eastern Africa
Kenya
Competing Interests:
Kenya
Teddy O. Dunde, Adjunct Lecturer
20 Bogani East Road, Nairobi, P O Box 62157 – 00200
Competing Interests:
No potential confl ict of interest was reported by the authors.
L. M. Issaev
HSE University; Institute for African Studies, Russian Academy of Sciences
Russian Federation
Competing Interests:
Russian Federation
Leonid M. Issaev, PhD (Polit. Sci.), Vice Director, Center for Risks and Stability Analysis, HSE University; Senior Research Fellow, Institute for African Studies, Russian Academy of Sciences
20, Myasnitskaya street, Moscow, Russia, 101000
Competing Interests:
No potential confl ict of interest was reported by the authors.
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Review
For citations:
Shishkina A.R., Dunde T.O., Issaev L.M. Narratives in School History Textbooks: An East African Perspective. Journal of International Analytics. 2023;14(2):133-147. https://doi.org/10.46272/2587-8476-2023-14-2-133-147
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