Search

In contemporary societies, there is a strong push toward seeing education as an instrument for the delivery of particular societal agendas. On such a view, the only questions that remain are how effective education is at delivering such agendas and how its effectiveness can be increased. While this might be a desirable way forward for those who believe that a consensus about the agenda for education can easily be achieved, it is at odds with the idea that a democratic society is characterized by a fundamental plurality of visions about what schools are supposed to be for. Yet the democratic critique of educational instrumentalism cannot be confined to giving each and every vision its own school, as this would simply multiply educational instrumentalism rather than oppose it. A true democratic response thus needs to take education's own interest seriously as well, which, as Gert Biesta argues in this paper, amounts to a defense of the school as institution. [ABSTRACT FROM AUTHOR]

This article drew from prominent Kenyan novelist-writer, Ngúgí wa Thiong'o's personal history on the World Wars and their legacies in Africa and on the affairs of Africans, with a focus on East Africa, and especially his country of Kenya. Ngúgí, whose birth in 1938 and childhood years were on the cusp of the World War II (WWII), reveals that the likes of his father who dodged conscription into Britain's Carrier Corps in the first War, and the conscription of his two elder brothers—one of whom died in service while the other returned home alive—for military service in WWII constitute significant and relevance issues for careful exploration on the subject matter of both World Wars and their legacies on the African continent. So are the various actors whose advent as actors in the affairs of Africans and others in East Africa is directly linked to World Wars I and II. Those would include the likes of Carey Francis, who came on in 1940 as the principal of the exclusive all-boys Alliance High where a generation of Kenyans that included Ngúgí received British-style public school education, Evelyn Baring, the then colonial governor-general of Kenya who superintended the imposition of the State of Emergency in Kenya, in the period 1952–1959, and even Idi Amin, a rank and file African enlistee in the King's African Rifles (KAR) in the aftermath of the World War II. Amin and his ilk were deeply involved in the highly repressive British-led campaign during the State of Emergency in Kenya that led to the death of many of their fellow Africans. It is also noteworthy that as a soldier and subsequently, Amin became a central actor in the politics of post-independence Uganda sequel to his overthrow of Milton Obote's government in a 1971 military coup d'état. The spiraling violence that Amin's advent enhanced in Uganda's body politic remains a recurrent feature of governance in that East African state. The analytical reconstruct that emerged in the article is illuminated with elements of C. Wright Mills' age-old and all-time relevant original theory-rich methodological construct, "the sociological imagination" as the theoretical framework. [ABSTRACT FROM AUTHOR]