While most Kenyans associate formal education with institutional schooling, a significant number of their compatriots have opted for homeschooling. Homeschooling is not a specific curriculum, but rather the implementation of a curriculum by the parents themselves and/or their own directly chosen delegates. With the dominance of institutional schooling, many now view homeschooling as part of alternative education.
Several Kenyan families have homeschooled their children from the early 1990s using a variety of curricula, including 8-4-4, I.G.C.S.E., and Accelerated Christian Education. A number of Kenyan children have completed their high school education through homeschooling and have been admitted to universities inside and outside Kenya, and several are already employed, while others have ventured into entrepreneurship.
The Constitution of Kenya recognises the right of the child to education. Article 43 (1) (f) lists education as one of the fundamental rights of every person. Furthermore, Article 53 (1) (b) states that every child has the right to free and compulsory basic education. Nevertheless, neither of the articles limits education to the school environment.
However, Homeschooling Kenyan parents have expressed concern over provisions in the Basic Education Act 2013 that presume education can only be attained through institutionalised schools. For example, Article 28 of the Act, titled “Right of Child to Free and Compulsory Education”, states that “The Cabinet Secretary shall implement the right of every child to free and compulsory basic education” (Article 28(1)), but the tenor of the Act is that such education can only happen in the context of an institutional school.
The homeschooling community in Kenya is already feeling the effects of the Basic Education Act 2013 limiting education to the school environment. The Daily Nation carried a story on the 18th February this year, about the arrest of Silas Shikwekwe Were in Malaba, later arraigned in a Butali court in Kakamega County for allegedly abdicating his duty to enroll his children in school. Mr. Were and Mr. Onesmus Mboya Orinda filed Constitutional petition No. 236/19 at the High Court, Milimani Law Courts, asking the court to recognise home schooling as a legal and viable alternative method of according children in Kenya their right to education. They argue in their petition that the provisions of the Basic Education Act 2013 requiring a parent to enroll a child to an institution of learning limits the scope of what education is. They aver that sections of the Basic Education Act 2013 infringe on the rights of parents to determine the forum and manner in which their children will be educated. During the first mention of the Constitutional Petition on 25th June 2019, the courtroom was packed with homeschooling parents.
A number of considerations have led some Kenyan parents to choose homeschooling over institutional schooling.
A short history of schools
Schools have been a part of human societies for thousands of years. Among some of the peoples of Africa, the age groups system used to pass on knowledge, skills and attitudes to the young adults. It entailed a degree of deliberate, formal passing on of knowledge, skills and attitudes in a manner reminiscent of a contemporary school. There were schools in the ancient societies of Egypt, India, China, Greece, and Rome. The Byzantine Empire had an established school system until the fall of the Empire in 1453 C.E. In Muslim societies, mosques combined both religious observances and learning activities, but by the 9th century, the madrassa arose as a separate institution from the mosque. In Western Europe, a number of cathedral schools were founded during the Early Middle Ages in order to teach future clergy and administrators. Mandatory school attendance became common in parts of Europe during the 18th century, with the aim of increasing the literacy of the masses.
Formal schools become widespread only during the past two centuries. With the advent of the Western Scientific Revolution, certain fields of knowledge became highly specialised, making it significantly more difficult for parents to help their children to master them. The rise of factories during the Industrial Revolution led to the need for mass formal schooling to inculcate requisite habits in the workforce – punctuality, adherence to instructions, among others.
Education is the primary responsibility of parents, not schools
The word “education” comes from the Latin word ēducātiō, which literally means “breeding”, “bringing up”, or “rearing”, all of which are primarily associated with parents rather than with schools. Indeed, theorists of education frequently define education as the deliberate, planned equipping of the young with knowledge, skills and attitudes that enable them to participate effectively in the life of society. Again, such equipping is primarily the responsibility of parents, not schools. For most of human history, parents have been in charge of their children’s education. Their homes served as spaces for imparting social values and etiquette and particular trades. Families were known for certain trades. The presence of English surnames such as Tailor, Cook, Baker, and Smith partly explains this naming practice.
Formal schools become widespread only during the past two centuries. With the advent of the Western Scientific Revolution, certain fields of knowledge became highly specialised, making it significantly more difficult for parents to help their children to master them.
Despite the rise of universal compulsory education through schools, the responsibility of providing education primarily rests with parents as part of their wider responsibility to provide for their children. Parents who take their children to school are delegating rather than abdicating this responsibility, and this is evident in the practice of schools regularly meeting parents to brief them on their children’s progress. As such, parents who choose homeschooling are simply choosing to discharge their responsibility directly rather than delegating it to the schools.
Direct and consistent parental involvement in moulding character
In Philosophy and Education in Africa, R.J. Njoroge and G.A. Bennaars point out the four dimensions of education: the cognitive dimension entails the acquisition of knowledge; the normative dimension has to do with the inculcation of values; the procedural/creative dimension involves the approach or methodology through which the knowledge and values are acquired; the social/dialogical dimension entails the fact that education is an interactive process within human groups rather than in solitude.
The rise of factories during the Industrial Revolution led to the need for mass formal schooling to inculcate requisite habits in the workforce – punctuality, adherence to instructions, among others
Regrettably, in our day, many think that education (formal education) is exclusively geared to equipping students with knowledge (the cognitive dimension). It is no wonder we have so many highly skilled people whose ethical orientation is grievously wanting. Many parents who choose homeschooling seek to be directly and consistently involved in moulding their children’s character throughout their formal education on the basis of the conviction that with good moral and mental habits, high academic achievement and success in career are almost guaranteed.
There is consensus among theorists and practitioners of education that the ideal model of education is one in which the child gets maximum personalised attention in order to take care of his or her uniqueness. Harvard’s educational psychology Prof. Howard Gardner pointed out that human beings have multiple intelligences (“learning styles”), and that each of us uses one or two of them to learn most effectively. Following Gardner’s approach, the US-based Institute of Learning Styles Research has identified seven learning styles, highlighting the various ways in which different people learn most effectively using their five senses.
The seven learning styles are print (looking at printed or written text), aural (listening), visual (looking at depictions such as pictures and graphs, haptic (touch or grasp), interactive (verbalisation), kinesthetic (whole-body movement), and olfactory (smell and taste). Schools typically focus on the three competencies referred to in Western tradition as “the 3Rs” – reading, writing and reckoning (calculating), and mainly approach learning from a verbal and logical perspective, thereby largely neglecting people whose learning styles cannot cope with this approach.
By the very nature of the size of a typical family, a home-schooled child gets much better personalised attention than a child in a typical institutional Kenyan public school where one teacher attends to tens of pupils in one lesson. When Kenya’s National Rainbow Coalition (NARC) government introduced Free Primary Education in Kenya in early 2003: the number of pupils rose dramatically, but the number of teachers, classrooms and other facilities by and large remained unchanged. The quality of learning was significantly compromised. Some short-staffed schools had to ran shifts to accommodate the pupils. By and large, the school system moves the pupils from class to class regardless of how much they have actually learnt; and the few who are required to repeat a year for extremely poor performance suffer the humiliation of doing so among their peers.
The dire implications of a grossly unhealthy teacher-to-pupil ratio quickly showed. From 2009, Uwezo initiative implemented large-scale household surveys to assess the actual basic literary and numeracy competencies of school-aged children across Kenya, Tanzania and Uganda, culminating in annual reports. A July 2013 newspaper headline on one of those reports declared: “Over 50 Per Cent of Class 8 Pupils can Barely Read – Report”. The article stated “The report by Uwezo Kenya also reveals that over 50 out of 100 children in Classes Four and Five can’t comprehend stories written for class two pupils.” In its Sixth Annual Report covering the year 2015, Uwezo observed, “Assessments across Kenya, Tanzania and Uganda have highlighted the learning crisis since 2010. The key observation has been that budgets and other inputs to learning have been increasing steadily, but learning outcomes have remained essentially stagnant.”
Personalised attention is critical for exceptionally gifted children and for children with disabilities. Exceptionally gifted children who master concepts and skills grow bored when subjected to the average pace of learning: they might be able to complete the tasks assigned for one year in three months. Requiring them to sit in school and learn at the pace of the average child is torturous mass production, not education.
Children with disabilities often need special, even specialised attention to learn effectively. The Kenyan public school system is grossly ill-equipped to provide education for children with autism, so parents of autistic children have to equip adequately for the task of schooling. The class size at Thika School for the Blind where I went to school was fifteen rather than the prescribed forty in a typical public school. In certain subjects such as maths, geography and biology where teachers rely heavily on chalkboards and other visual teaching aids, children with visual disabilities would be left behind unless there was a resource teacher to offer extra support. At Thika, the teacher spent considerable time with each student helping them to appreciate maps, diagrams, graphs and maths formula. The parents of children with different disabilities ought to have the liberty to home-school them if they are able and willing to do so. Indeed, such liberty would affirm the right of children with disabilities to high-quality education in line with Articles27 and 54 of the Constitution.
History offers a number of cases of exceptionally gifted children who performed very poorly in school because the school system could not cater for their learning disabilities. People with dyslexia (reading and writing difficulties) or dyscalculia (difficulties with maths) are cases in point. English scientist Michael Faraday was a person with dyslexia, and yet through personal study he made numerous ground-breaking discoveries and inventions, including electromagnetic rotary devices that were fundamental to the development of electric motor technology used to generate electrical power. Albert Einstein had difficulty in school due to dyslexia, and his achievements can be attributed to his ability to teach himself. Some of the other famous Western scientists with dyslexia include Alexander Bell, Galileo Galilei and Thomas Edison.
A friend of mine confessed that he could not read at all by Standard 3; his first attempt at the then Certificate of Primary Education (CPE) exam at a Nairobi Eastlands primary school yielded dismal results. His mother then took him to a high-cost primary school to re-do the CPE and he excelled: today he is a university lecturer in pure Maths – the most abstract branch of mathematics.
I know of several parents with university degrees who have chosen to stay at home to provide their children with quality education. I am acquainted with a parent who holds a Masters degree in educational Psychology who has chosen to provide homeschooling for her children instead of pursuing a career in the schools or colleges. Some parents would give up pursuing their careers to home-school their children to shield them from the associated dangers of institutional day and boarding schools. It is evident that the home-schooled children of such parents enjoy certain advantages over their counterparts in institutional schools.
The commute to school is associated with several challenges. Day schooling children are exposed to undesirable social elements and dangers in their daily commute. Those parents determined to find quality schooling for their children beyond the limits of a neighbourhood, get up as early as 4:30 a.m. to prepare children to board buses at 5:30 a.m. to schools on the other side of town, in a continuous dawn to dusk routine.
Boarding schools come with their own set of social challenges such as unhealthy competition and bullying that have lasting effects on many young lives.
Home-schools as private schools
The culture of private schools is entrenched in Kenya. The children of prominent Public officials attend private schools rather than public ones. Private schools have better educational facilities, better teacher-to-pupil ratios, leading to better performance in public examinations.
Economic realities and high tuition fees prevent many parents from the privilege of private schools but rarely considered is the option of responding with privately tutored high-quality schooling at home. Home-schooled children register as private candidates for public exams, and some of them have done exceptionally well.
There is really no essential difference between private schooling and homeschooling: both models of learning are a move away from public schools. Denying a section of society the right to educate children at home is discriminatory contrary to Article 27 of the Constitution of Kenya.
Parents with highly mobile careers that require them to relocate frequently find changing schools almost always a traumatic experience for children, as they must make new friends, and adapt to the new physical environment and new teachers. This challenge is greater in situations where children are frequently moved from one cultural context with its education system to another with a different education system. If one of the parents in a family going through this kind of experience is available to home-school the children, the homeschooling experience provides a point of stability for the children which significantly mitigates the trauma.
Parents of home-schooled children form networks that facilitate regular joint activities among their children: they visit places such as museums, factories, universities, go boat-rowing, and attend music concerts. They enroll their children in various activities outside their homes such as football, swimming, and music lessons. In addition, there are joint annual events for various homeschooling communities.
Contrary to the belief that the school environment is the best for learning social skills, it often inculcates unhealthy competition rather than co-operation. The idea that all children progress intellectually at roughly the same pace is ingrained in the thinking of the school system, and yet it necessarily works against the need to cater for the children’s individual differences. Pupils are often contented to come out top of their class irrespective of the fact that any class will have a top student however low the quality of learning. An emphasis on coming out top in class easily encourages contentment with mediocrity rather than the pursuit of excellence. Schools function in a specific social context, and is a reflection of that context.
Thus with the increasing erosion of social values, schools are now places where children learn some grossly anti-social habits such as violence and substance abuse.
Homeschooling and social class
Members of the Kenyan middle class are more likely to be inclined to homeschooling: this is mainly due to the fact that they are likely to appreciate educational theory and practice. Middle-class parents are likely to afford the availability of one parent devoted to homeschooling their children. Parents in low-income brackets cannot live off the salary of one spouse. Nevertheless, homeschooling is not the exclusive province of the middle class and the wealthy.
Most homeschooling parents use officially sanctioned curricula. Some of the curricula used in home-schools require that parents get training before embarking on using them. Homeschooling parents also benefit from the resources of homeschooling organisations outside Kenya, including Global Home Education Exchange, Home School Legal Defense Association, and National Home Education Research Institute.
Kenyan universities typically assess students for admission using the results of the Kenya Certificate of Secondary Education (KCSE) results whether a candidate sits for the exam in a public school, private school, or is privately registered as would typically be the case for Home-schooling candidates. For those home-schooled students going through other curricula, the Kenya National Examinations Council has a system of interpreting results to indicate their 8-4-4 equivalents, thereby enabling universities to make informed decisions about admissions.
For overseas education, various clusters of universities use a variety of entry tests to assess students who have gone through different education systems to determine whether or not they have the requisite skills (such as language profficiency, comprehension, reasoning, and basic maths) to handle university work. American universities rely on tests such as the SAT set by The College Board to assess applicants for undergraduate courses, and the Graduate Record Examinations (GRE) administered by the Educational Testing Service (ETS) for applicants to post-graduate courses.
There is no evidence that children who have gone through Home-schooling are disadvantaged in comparison with those who have attended institutional schools. The U.S.-based National Home Education Research Institute, score the home-educated 15 to 30 percentile points above public-school students on standardized academic achievement tests (the public school average is the 50th percentile; scores range from 1 to 99). Home-schooled students typically score above average on the standardised tests such as SAT. The measured conclusion of the Institute is: “It is possible that Home-schooling causes the positive traits reported above. However, the research designs to date do not conclusively ‘prove’ that Home-schooling causes these things. At the same time, there is no empirical evidence that Home-schooling causes negative things compared to institutional schooling.”
I first met a home-schooled child in the mid-1990s. She was the daughter of friends of mine and also neighbours in Nairobi’s Buruburu Estate. At the age of five, she was already confident and articulate. This began to dispel my doubts about Home-schooling. About ten years ago, I was requested to help look at some research papers written by some home-schooled high school finalists using a different curriculum from 8-4-4. I was pleasantly surprised to find out that unlike their counterparts in the 8-4-4 system, they were considerably well acquainted with library research and writing: they intelligently cited various books and articles using footnotes, and meticulously laid out their lists of references in a manner reminiscent of what is expected of first-year university students in Kenya! I have also had an opportunity to facilitate a “Thinking Skills” course for five home-schooled high school students, and was impressed by their confidence, clarity of thought and expression, and keenness to learn.
In view of my reflections, parents who are willing and able to provide personalised education for their children at home, often at great sacrifice to themselves, ought not to be denied the right to do so. The Home-schooling community is not lobbying for the abolition of schools: it appreciates that not everyone can home-school because some are ill-equipped for the task, while others are obligated to work to provide for their families. Nonetheless, society is enriched by diversity, including diversity in approaches to formal education. What we must all ensure is that whether through institutional schooling or Home-schooling, the child gets the knowledge, skills and attitudes that enable him or her to contribute positively to the holistic development of both himself or herself and society.
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The Moral Economy of Elections in Africa
In recent months it has felt like election rigging has run riot.
Citizens killed, beaten and intimidated and election results falsified in Uganda. Ballot boxes illegally thrown out of windows so their votes for the opposition can be dumped in the bin in Belarus. Widespread censorship and intimidation of opposition candidates and supporters in Tanzania.
So what do ordinary citizens make of these abuses?
If you follow the Twitter feed of opposition leaders like Uganda’s Bobi Wine, it would be easy to assume that all voters are up in arms about electoral malpractice – and that it has made them distrust the government and feel alienated from the state. But the literature on patrimonialism and “vote buying” suggests something very different: that individuals are willing to accept manipulation – and may even demand it – if it benefits them and the candidates that they support.
Our new book, “The Moral Economy of Elections in Africa” tries to answer this question. We looked at elections in Ghana, Kenya and Uganda over 4 years, conducting over 300 interviews, 3 nationally representative surveys and reviewing thousands of pages of archival records.
Based on this evidence we argue that popular engagement with democracy is motivated by two beliefs: the first is civic, and emphasises meritocracy and following the official rules of the democratic game, while the second is patrimonial, and emphasises the distinctive bond between an individual and their own – often ethnic – community.
This means that elections are shaped by – and pulled between – competing visions of what it means to do the right thing. The ability of leaders to justify running dodgy elections therefore depends on whether their actions can be framed as being virtuous on one – or more – counts.
We show that whether leaders can get away with malpractice – and hence undermining democracy – depends on whether they can justify their actions as being virtuous on one – or more effective – of these very different value systems.
We argue that all elections are embedded in a moral economy of competing visions of what it means to be a good leader, citizen or official. In the three countries we study, this moral economy is characterised by a tension between two broad registers of virtue: one patrimonial and the other civic.
The patrimonial register stresses the importance of an engagement between patron and client that is reciprocal, even if very hierarchical and inequitable. It is rooted in a sense of common identity such as ethnicity and kinship.
This is epitomised in the kind of “Big Man” rule seen in Kenya. The pattern that’s developed is that ethnic leaders set out to mobilise their communities as a “bloc vote”. But the only guarantee that these communities will vote as expected is if the leader is seen to have protected and promoted their interests.
In contrast, civic virtue asserts the importance of a national community that is shaped by the state and valorises meritocracy and the provision of public goods. These are the kinds of values that are constantly being pushed – though not always successfully – by international election observers and civil society organisations that run voter education programmes.
In contrast to some of the existing literature, we do not argue that one of these registers is inherently “African”. Both are in evidence. We found that electoral officials, observers and voter educators were more likely to speak in terms of civic virtue. For their part, voters and politicians tended to speak in terms of patrimonial virtue. But they all had one thing in common – all feel the pull of both registers.
This is perfectly demonstrated by the press conferences of election coalitions in Kenya. At these events, the “Big Men” of different ethnic groups line up to endorse the party, while simultaneously stressing their national outlook and commitment to inclusive democracy and development.
It is often assumed that patrimonial beliefs fuel electoral malpractice whereas civic ones challenge it. But this is an oversimplification.
Take the illegal act of an individual voting multiple times for the same candidate. This may be justified on the basis of loyalty to a specific leader and the need to defend community interests – a patrimonial rationale. But in some cases voters sought to justify this behaviour on the basis that it was a necessary precaution to protect the public good because rival parties were known to break the rules.
In some cases, malpractice may therefore look like the “right” thing to do. What practices can be justified depends on the political context – and how well leaders are at making an argument. This matters, because candidates who are not seen to be “good” on either register rapidly lose support.
Nothing demonstrates this better than the practice of handing out money around election times. Our surveys and interviews demonstrated that voters were fairly supportive of candidates handing out “something small” as part of a broader set of activities designed to assist the community. In this context, the gift was seen as a legitimate part of an ongoing patrimonial relationship.
But when a leader who had not already proved their moral worth turned up in a constituency and started handing out money, they were likely to be seen as using handouts to make up for past neglect and accused of illegitimate “vote buying..”
This happened to Alan Kwadwo Kyeremanten in Ghana, a political leader so associated with handing out money that he became popularly known as Alan Cash. But Cash has consistently failed to become the presidential flagbearer for his National Patriotic Party. We argue that this is because he failed to imbue gifts with moral authority. As one newspaper noted at the time:
Alan Cash did not cultivate loyal and trusted supporters; he only used money to buy his way into their minds not their hearts.
The problem of patrimonialism
A great deal of research about Africa suggests – either implicitly or explicitly – that democratisation will only take place when patrimonialism is eradicated. On this view, democratic norms and values can only come to the fore when ethnic politics and the practices it gives rise to are eliminated.
Against this, our analysis suggests that this could do as much harm as good.
Patrimonial ideals may exist in tension with civic ones, but it is also true that the claims voters and candidates make on one another in this register is an important source of popular engagement with formal political processes. For example, voters turnout both due to a sense of civic duty and to support those candidates who they believe will directly assist them and their communities.
This means that in reality ending patrimonial politics would weaken the complex set of ties that bind many voters to the political system. One consequence of this would be to undermine people’s belief in their ability to hold politicians to account, which might engender political apathy – and result in lower voter turnout. In the 2000s, as many as 85% of voters went to the polls, far exceeding the typical figure in established Western democracies.
The same thing is likely to happen if the systematic manipulation of elections robs them of their moral importance – signs of which were already visible in the Ugandan elections of the last few months.
Doing Democracy Without Party Politics
Our various peoples had clear democratic practices in their pre-colonial political formations without the inconvenience of political parties. It is high time we learned from our indigenous heritages.
The formation of factions is part of group dynamics, and is therefore to be found in every society. However, it was 18th century Western Europe and its North American corollary that invented the idea of institutionalising factions into political parties — groups formally constituted by people who share some aspirations and who aim to capture state power in order to use it to put those aspirations into practice. Britain’s Conservative Party and the Democratic Party in the US were the earliest such formations. Thus party politics are an integral part of representative democracy as understood by the Western liberal democratic tradition. Nevertheless, Marxist regimes such as those in China, Cuba, the former Soviet Union and the former East Germany also adopted the idea of political parties, but in those countries single party rule was the norm.
The idea of political parties gained traction in the various colonial territories in Africa beginning with the formation of the African National Congress (ANC) in South Africa in 1912. The founders of the ANC were influenced by African American political thinkers with whom they associated in their visits to the US.
Political organisations during the colonial period in Kenya
Kenya’s first indigenous political organisation, the East African Association (EAA), formed in 1919, had a leadership comprising different ethnic groups – Kikuyu, Luo, Kamba, the various communities later subsumed under “Luhya”, and some Ugandans, then the dominant ethnic groups in Nairobi. Its political programme entailed protests against the hut-tax, forced labour, and the kipande (passbook). However, following the EAA-led Nairobi mass action of 1922 and the subsequent arrest and deportation of three of EAA’s leaders, Harry Thuku, Waiganjo Ndotono and George Mugekenyi, the colonial government seemed to have resolved not to encourage countrywide African political activity, but rather ethnic associations. The subsequent period thus saw the proliferation of such ethnic bodies as the Kikuyu Central Association, Kikuyu Provincial Association, Kavirondo Tax-payers Association, North Kavirondo Tax-payers Association, Taita Hills Association, and the Ukamba Members Association.
In 1944, the colonial government appointed Eliud Mathu as the African representative to the Legislative Council (LegCo). On the advice of the governor, the Kenya African Study Union (KASU) was formed as a colonywide African body with which the lone African member could consult. However, the Africans changed its name to the Kenya African Union (KAU), insisting that their grievances did not need study but rather organisation.
In 1947, James Gichuru stepped down as chairman of KAU in favour of Jomo Kenyatta whose mandate was to establish it as a countrywide political forum. However, there were serious disparities in political awareness, and the colonial government continued to encourage the masses to think of the welfare of their own ethnic groups rather than that of the country as a whole. Besides, KAU’s links with other communities were often strained because of what was perceived as Kikuyu domination of the organisation. By 1950, KAU was largely moribund because, through the Mau Mau Uprising, Africans challenged the entire basis of colonial rule instead of seeking piecemeal reforms. In June 1953, the colonial government banned KAU after it concluded that radicalisation was inevitable in any countrywide African political organisation.
From 1953 to 1956, the colonial government imposed a total ban on African political organisation. However, with the Lyttelton Constitution — which provided for increased African representation — in the offing, the colonial government decided to permit the formation of district political associations (except in the Central Province which was still under the state of Emergency and where the government would permit nothing more than an advisory council of loyalists). Argwings-Kodhek had formed the Kenya African National Congress to cut across district and ethnic lines, but the government would not register it, so its name was changed to the Nairobi District African Congress.
Consequently, the period leading up to independence in 1963 saw a proliferation of regional, ethnic and even clan-based political organisations: Mombasa African Democratic Union (MADU), Taita African Democratic Union (TADU), Abagussi Association of South Nyanza District (AASND), Maasai United Front Alliance (MA), Kalenjin Peoples Alliance (KPA), Baluhya Political Union (BPU), Rift Valley Peoples Congress (RVPC), Tom Mboya’s Nairobi People Convention (NPC), Argwings-Kodhek’s Nairobi African District Council (NADC), Masinde Muliro’s Kenya Peoples Party (KPP), Paul Ngei’s Akamba Peoples Party (APP) later named African Peoples Party (APP) and others.
However, between 1955 and 1963, there developed a countrywide movement led by non-Mau Mau African politicians who appealed to a vision of Kenya as a single people striving to free themselves from the shackles of colonialism. Nevertheless, it was a fragmented movement, partly because the different peoples of Kenya had an uneven political development, becoming politically active at different times. The difficulties of communication and discouragement from the colonial government also contributed to the weakness of the movement.
Nevertheless, on the eve of Kenya’s independence in 1963, the numerous ethnically-based political parties coalesced into two blocks that became the Kenya African National Union (KANU), whose membership mainly came from the Kikuyu and the Luo, and the Kenya African Democratic Union (KADU) which mainly had support from the pastoralist communities such as the Kalenjin, Maasai, Samburu, and Turkana, as well as the Giriama of the Coast and sections of the Luhya of Western Kenya. During the 1963 elections, on the eve of independence, KADU only secured control over two out of the eight regions, namely, the Rift Valley and the Coast.
KANU under Jomo Kenyatta
Although at his release from detention in 1961 Jomo Kenyatta was not keen to join KANU, he ended up as its leader through the machinations of its operatives. He ascended to state power on its ticket at Kenya’s independence, first as Prime Minister, then as President. As Prime Minister, Kenyatta was directly answerable to Parliament, and it is this accountability that he systematically undermined.
First, the KANU government initiated a series of constitutional amendments and subsidiary legislation that concentrated power in the hands of the central government at the expense of the regional governments entrenched in the Independence Constitution. This KANU easily achieved because KADU was greatly disadvantaged numerically in Parliament. Thus within the first year of independence, KANU undermined the regional governments by withholding funds due to them, passing legislation to circumvent their powers, and forcing major changes to the constitution by threatening and preparing to hold a referendum if the Senate – in which KADU could block the proposals – did not accede to the changes.
It was clear to KADU that it was outnumbered and outmanoeuvred, and that the prospects for enforcing the compromise federalist Independence Constitution were grim. It was also clear to KADU that it was highly unlikely that it would win power through subsequent elections. Consequently, KADU dissolved and joined KANU, resulting in Kenya becoming a de facto single-party state at the beginning of 1964. These amendments produced a strong provincial administration which became an instrument of central control.
Second, with the restraining power of the opposition party KADU out of the way, KANU initiated amendments that produced a hybrid constitution, replacing the parliamentary system of governance in the Independence Constitution with a strong executive presidency without the checks and balances entailed in the separation of powers. Thus KANU quickly created a highly centralised, authoritarian system in the fashion of the colonial state.
In 1966, Oginga Odinga, the Luo leader at the time, who had hitherto been the Vice President of both the country and KANU, lost both posts due to a series of political manoeuvres aimed at his political marginalisation. Odinga responded by forming a political party — the Kenya Peoples Union (KPU) — in April of the same year. KPU was a loose coalition of KANU-B “radicals” and trade-union leaders. Although a fifth of the sitting MPs initially supported it, KPU was widely perceived as a Luo party. This was mainly due to the fact that Kenyatta and his cohorts, using the hegemonic state-owned mass media, waged a highly effective propaganda war against it.
Kenyatta took every opportunity to promote the belief that all his political opponents came from Oginga Odinga’s Luo community. Through a series of state-sponsored machinations, KPU performed dismally in the so-called little elections of 1966 occasioned by the new rule, expediently put in place by KANU, that all MPs who joined KPU had to seek a fresh mandate from the electorate.
During the 1969 General Election, KANU was for the first time unopposed. Those who were nominated by the party in the party primaries — where they were held — were declared automatically elected as MPs, and in the case of Kenyatta, President. Thus during the 1969 general election, Kenyatta also established the practice where only he would be the presidential candidate, and where members of his inner circle would also be unopposed in their bids to recapture parliamentary seats.
During Kenyatta’s visit to Kisumu in October 1969, just three months after the assassination of Thomas Joseph Mboya (Tom Mboya), a large Luo crowd reportedly threatened Kenyatta’s security, and was fired on by the presidential security guards in what later came to be known as the “Kisumu massacre”, resulting in the death of forty-three people. In an explanatory statement, the government accused KPU of being subversive, intentionally stirring up inter-ethnic strife, and of accepting foreign money to promote “anti-national” activities. Soon after this incident, the Attorney-General, Charles Njonjo, banned KPU under Legal Notice No.239 of 30th October 1969, and Kenya again became a de facto one-party state. Several KPU leaders and MPs were immediately apprehended and detained.
In 1973, the Gikuyu, Embu and Meru Association (GEMA) was formed with Kenyatta’s consent. In a chapter in Ethnicity and Democracy in Africa, the immediate former Attorney-General Prof. Githu Muigai, explains that GEMA had a two-pronged mission: to strengthen the immediate ethnic base of the Kenyatta state by incorporating the Embu and Meru into a union with the Kikuyu, and to circumvent KANU’s party apparatus in the mobilisation of political support among these groups. While posing as a cultural organisation, GEMA virtually replaced KANU as the vehicle for political activity for most of the Kikuyu power elite. Consequently, many other ethnic groups formed “cultural groups” of their own such as the Luo Union and the New Akamba Union. As Prof. Muigai further observes, with the formation of GEMA, the façade of “nationalism” within KANU had broken down irretrievably.
In October 1975, Martin Shikuku, then MP for Butere, declared on the floor of Parliament that “anyone trying to lower the dignity of Parliament is trying to kill it the way KANU has been killed”. When Clement Lubembe, then Assistant Minister for Tourism and Wildlife, demanded that Shikuku substantiate his claim that KANU had been killed, the then Deputy Speaker, Jean-Marie Seroney, stated: “According to Parliamentary procedures, there is no need to substantiate what is obvious.” Consequently, Shikuku and Seroney were detained without trial, and were only released after Kenyatta’s death in 1978.
KANU under Daniel arap Moi
Two years before Kenyatta’s death, more than twenty MPs sought to amend the section of Kenya’s constitution which stipulated that the vice president would become the interim president should the incumbent become incapacitated or die. Although the “Change the Constitution Movement” involved MPs from across the country, members of GEMA were among the most vociferous in seeking to block Daniel arap Moi’s succession in this way. Thus, upon assuming the Presidency, Moi set about reducing the influence of GEMA, especially its leaders who had been closest to his predecessor. Whereas Kenyatta had by-passed KANU, Moi revitalised and mainstreamed it, using it as the institution through which his networks would be built. By so doing, he undercut the power of established ethno-regional political leaders, and made the party an instrument of personal control.
Besides, Moi persecuted advocates of reform among university lecturers, university students, lawyers and religious leaders, many of whom were arrested, tortured, detained without trial, or arraigned in court to answer to tramped up charges and subsequently face long prison sentences, and all this forced some of them into exile.
Furthermore, Moi co-opted into KANU the Central Organisation of Trade Unions (COTU), Maendeleo ya Wanawake (the countrywide women’s organisation), and any other organisation that he viewed as a potential alternative locus of political power. At one point during Moi’s reign, the provincial administration even harassed people who did not have KANU membership cards in their possessions in markets, bus stops and other public places. I remember my father purchasing these cards to give to all his grown-up children in a bid to help them avoid such harassment. MPs lived under the fear of being expelled from KANU — which would mean automatic loss of their parliamentary seats — and so outdid one another in singing Moi’s and KANU’s dubious praises inside and outside Parliament. On the Voice of Kenya (VOK), the state-run radio station which enjoyed a monopoly, songs in praise of Moi and KANU and others castigating dissenters were played after every news broadcast.
Moi only conceded to restore multi-party politics at the end of 1991 due to the effects of his mismanagement of the economy coupled with the end of the Cold War, both of which increased internal and external pressure for reform. Nevertheless, he declared that people would understand that he was a “professor of politics”, and went on to emphasise that he would encourage the formation of as many parties as possible — a clear indication that he was determined to fragment the opposition in order to hang on to power for as long as possible. Indeed, the opposition unity that had influenced the change was not to last, as ethnically-based parties sprang up all over the country, enabling Moi to win both the 1992 and 1997 elections. Furthermore, the Moi regime was reluctant to put in place the legal infrastructure for a truly multiparty democracy, and the same was later to prove true of the Kibaki regime that took over power on 30th December 2002.
Parties as obstacles to democratisation
In a chapter in A Companion to African Philosophy, Makerere University philosophy professor Edward Wamala outlines three shortcomings of the multi-party system of government in Ganda society in particular, and in Africa in general.
First, the party system destroys consensus by de-emphasising the role of the individual in political action. Put simply, the party replaces “the people”. Consequently, a politician holding public office does not really have loyalty to the people whom he or she purportedly represents, but rather to the sponsoring party. The same being true of politicians in opposing parties, no room is left for consensus building. We have often witnessed parties disagreeing for no other reason than that they must appear to hold opposing views, thereby promoting confrontation rather than consensus.
Second, in order to acquire power or retain it, political parties act on the notorious Machiavellian principle that the end justifies the means, thereby draining political practice of ethical considerations that had been a key feature of traditional political practice. We are thus left with materialistic considerations that foster the welfare not of the society at large, but rather of certain suitably aligned individuals and groups.
Third, as only a few members at the top of a party wield power, even the parties that command the majority and therefore form the government are in reality ruled by a handful of persons. As such, personal rule, after seeming to have been eliminated by putting aside monarchs and chiefs, makes a return to the political arena of the Western-type state. Thus the KANU-NDP “co-operation” and ultimate “merger” was the result of the rapprochement between Daniel arap Moi and Raila Odinga; the Grand Coalition Government was formed as a result of the decision of Mwai Kibaki and Raila Odinga; The Handshake and the Building Bridges Initiative was the result of private consultations between Raila Odinga and Uhuru Kenyatta. In all these cases, party organs were only convened to ratify what the party leaders had already decided, and dissenters threatened with disciplinary action. We have very recently seen the same approach in the debate on the allocation of revenue, where what was supposed to be the opposition party acquiesced to the ruling party’s view simply because of the Handshake and the Building Bridges Initiative.
In my youth, I was convinced that if only multi-party rule would be restored in Kenya, autocracy would be a thing of the past. With hindsight, however, it is now clear to me that just as middlemen enjoy the bulk of the fruit of the sweat of our small-scale farmers, so party leaders enjoy the massive political capital generated by the people. In short, party politics, whether with one, two or many parties in place, hinder true democratisation by perpetuating political elitism and autocracy.
Towards a no-party system of governance
In Cultural Universals and Particulars, the Ghanaian philosopher Kwasi Wiredu advances the view that the no-party system has evident advantages over the multi-party system:
When representatives are not constrained by considerations regarding the fortunes of power-driven parties they will be more inclined in council to reason more objectively and listen more open-mindedly. And in any deliberative body in which sensitivity to the merits of ideas is a driving force, circumstances are unlikely to select any one group for consistent marginalisation in the process of decision-making. Apart from anything else, such marginalisation would be an affront to the fundamental human rights of decisional representation.
However, Yoweri Museveni’s “no-party system” which he instituted when he took power in Uganda in 1986 was simply a one-party system in disguise. Indeed, in his Sowing the Mustard Seed, Museveni unintentionally reveals a party orientation in his analysis of his electoral victory in 1996: “Although I was campaigning as an individual, I had been leading the movement for 26 years. Therefore, the success of the NRM and my success were intertwined.”
Our various peoples had clear democratic practices in their pre-colonial political formations without the inconvenience of political parties. For example, Prof. Wamala, in the chapter already cited, informs us that the Kabaka of the Baganda could not go against the decision of the Elders. It is high time we learned from our indigenous heritages.
Life at the End of the American Empire
The poverty of ideas in America’s political arena reflects the barbarism of our historical moment. While Trump’s minions promote authoritarianism and jingoism, their ideological opponents within the Democratic Party offer equally bankrupt solutions, from a return to “civility” to the rebuilding of national “unity” all the while forgetting the critical lesson: White supremacy does not love White folks.
Americans have a knack for demonstrating, in spectacular fashion, that they possess neither the political language nor the maturity to address the crises of our time.
As the climate catastrophe hurtles past the point of return, US pundits are content to debate “cancel culture.” As levels of economic inequality soar from the obscene to the unfathomable, half the political class obsesses over Russian meddling while the other half nurtures conspiracy theories about the “deep state.”
Critics have long characterised American politics as a form of mass paranoia. Witnessing recent events, one is reminded that American identity itself is an act of self-deception. As a society we remain trapped in petulant adolescence, incapable of and uninterested in developing any real awareness of ourselves.
For decades this willful ignorance made the US an especially dangerous superpower. Now, as the decline of US empire accelerates, our practiced innocence is fueling a sense of collective disorientation and despair.
Critics have long characterised American politics as a form of mass paranoia. Witnessing recent events, one is reminded that American identity itself is an act of self-deception
To grasp our predicament we must recognise modern American politics as a clash between competing delusions. The populist insurgents of the right pursue one set of ideological fantasies while elite apologists for the status quo pursue another. Even as political polarisation increases, both camps embrace the myths of American virtue that perpetuate our national blindness.
The mob that recently stormed the Capitol is a toxic outgrowth of the cult of lies on the right. Among those lies is the assertion that “Blue Lives Matter.” Americans who watched footage of the Capitol invaders pummeling cops with flags and other objects (one officer was bludgeoned to death with a fire extinguisher) might wonder whether “Blue Lives Matter” is actually a principled declaration of support for police, rather than a cynical effort to subvert Black Lives Matter and justify racist state terror.
Many antiracists have long known the truth. Many of us recognise, as well, something that few Americans will ever discover; namely, that White supremacy does not love White folks. Whiteness is simply a method of conquest. It is a necessarily antihuman mode of domination. When the hordes at the Capitol called for the head of Mike Pence, a great White patriarch, and erected gallows outside the halls of Congress, they were enacting a philosophy not of tribal loyalty but of capricious and unrelenting violence.
If the forces on the right wing are driven by lies, the moderate defenders of liberal democracy are no less devoted to deception. Business and political elites condemned the Capitol siege in the wake of the attack. Yet they routinely launch their own “raids” on the commons through the practice of corporate sovereignty and unrestrained capitalism. Some members of the ruling class have framed Trump’s departure from the White House as an opportunity to restore the rule of law and the prestige of American democratic institutions. They cannot be serious. The net worth of US billionaires has risen by a trillion dollars since the pandemic began. Precisely which democracy are Americans supposed to reclaim?
In reality, US plutocrats can offer only a more polished racial capitalism as a remedy for the vulgarity of Trumpism. Their revitalized America will continue to imprison legions of black people, hunt undocumented immigrants, and wage unrelenting war on brown populations abroad. But it will do so under an African American woman vice president and a rainbow cabinet. Voila. White supremacy lite.
If the forces on the right wing are driven by lies, the moderate defenders of liberal democracy are no less devoted to deception. Business and political elites condemned the Capitol siege in the wake of the attack. Yet they routinely launch their own “raids” on the commons through the practice of corporate sovereignty and unrestrained capitalism.
The poverty of ideas in the political arena reflects the barbarism of our historical moment. While Trump’s minions promote authoritarianism and jingoism, many of their ideological opponents within the Democratic Party offer equally bankrupt solutions, from a return to “civility” to the rebuilding of national “unity.” (We are asked to forget that it was decades of “unity” between the Democrats and the billionaire class that helped produce the social and economic dystopia we now inhabit.)
Thus do the reigning forces in American political life—the populist right and the liberal center—sustain their crusades of disinformation. Both factions brandish the bloody flag of patriotism. Both long for the revival of a glorious order. Both preach fundamentalist creeds, whether they use the jargon of White evangelicalism or that of underregulated markets. And both are doomed. They are combatants on the deck of a sinking ship.
In truth, the disintegration of American civilisation has been evident for some time. The perverse murders of George Floyd and Breonna Taylor were symptoms of deeper pathologies. Our trillion dollar military budget, our gleeful binge of fossil fuels, our support for the occupation and degradation of the Palestinian people—all signal the malignancy of a decadent and cruel nation.
In reality, US plutocrats can offer only a more polished racial capitalism as a remedy for the vulgarity of Trumpism. Their revitalized America will continue to imprison legions of black people, hunt undocumented immigrants, and wage unrelenting war on brown populations abroad.
Meanwhile our intellectual decay intensifies. Capitalism was never going to be satisfied with just seising our social wealth. It has gutted our cultural and educational institutions as well. Small wonder most Americans are strangers to critical thought, and are unable to perceive or meaningfully address the social contradictions that shape their lives. Absorbing the ideas of their religious and political leaders, they find themselves searching for meaning in gospels of prosperity and theories of lizard men.
There may still be an alternative to bewilderment and depravity for the American masses. Recent months and years have witnessed promising countersigns. Popular antiracist and environmental movements reinvigorated our traditions of dissent. Attempts to organize Amazon warehouses, fast food chains, the ridesharing and tech industries and other stubbornly antiunion establishments raised the prospect of renewed worker power. Despite the social devastation of the coronavirus, a period of extreme isolation and anxiety spawned mutual aid projects and tenant struggles.
Progressive dissidents and workers may yet draw on these expressions of solidarity to reconstruct a fractured republic. As feckless Joe Biden takes office, he and his administration should be greeted by waves of radical agitation. We should expand resistance to austerity and endless war, even as we escalate campaigns for climate repair, Medicare for all, living wages, student debt cancellation, and equitable vaccine distribution. Quests for human rights and dignity may not heal America, but they may well preserve some semblance of grace as our society collapses under the weight of its lies.
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