Last Thursday and Friday, we did some work around liberating structures to give me feedback on how to improve the class THIS semester: a.k.a. how to implement social change and accountability, in this class!
Interestingly, Thursday and Friday classes wanted slightly different things.
Here is my list on changes we agreed on.
1. Explore more regarding tactics, strategies, and dynamics of social change.
- 1, 2, 4 method at end of class seemed to work for this.
- Also, we will do some wrap up and cross case analysis in final class
2. Participation in class discussion is now voluntary.
3. More speakers
4. More lecturing, facilitated discussion, macro level view, synthesis.
- I will lecture more in an interactive way
5. Let class discussion go on longer, be less tied to readings.
6. Do not be condescending or belittling.
7. Each student starts class with 2 sentences of what they found interesting in the readings.
- Great idea! Helps with request #1.
8. Decrease number of readings.
- Read intro, chapter 1, chapter on famine, and on women and social change in sen’s book. The rest is optional.
9. Small group discussions.
Kenneth Good, (1968) “Kenyatta and the Organization of KANU,” Canadian Journal of African Studies, Vol. 2, 2: 115-136. Kenyatta and the Organization of KANU
Karrim Essack, (1978) “Kenya under Kenyatta,” Economic and Political Weekly, Vol. 13, 41: 1729-1731. (SHORT)Kenya under Kenyatta
Rok Ajulu, (1992) “Kenya: The Road to Democracy,” Review of African Political Economy, 53: 79-87 Kenya- The Road to Democracy
Wa’Njogu Kiarie (2004) “Language and Multiparty Democracy in a Multi-ethnic Kenya,” Africa Today, Vol. 50, 3: 55-73. Language and Multiparty Democracy in Kenya
Sebastian Elischer, (2008) “Do African Parties Contribute to Democracy? Some Findings from Kenya, Ghana and Nigeria,” Africa Spectrum, Vol. 43, 2: 175-201. Do African parties contribute to democracy?
Here are some guidelines on the general idea of a policy memo
Duke policy memo guide
Here is a policy memo from a leadership class I taught in Egypt. This person speaks English as a foreign language. Further, the masters program there was not as competitive as this one. Also, this is not a leadership class, so the issue is different. Accordingly, I would expect better work, and more reflection from the students in this program.
Here are some things to consider regarding this week’s reading.
1. Who did you think the Mau Mau were before you did this set of reading? How did your view change?
2. Think back to the Indian case. What were the economic factors that helped push to decolonization? What were these economic factors in Kenya?
3. Would a non-violent independence movement have worked in Kenya, given that Kenya was much more heavily colonized than India, and that settlers loved the refrain, “Kenya is a white man’s country.”?
4. Multiple versions of the Land and Freedom Army, otherwise known as the Mau Mau, are presented in these readings. Which ones ring true, and why?
5. How did Kenyatta rise to power?
6. What happened in the transition to Independence. Who won and who lost?
1. What differences do you see between colonialism in Kenya and colonialism in India?
2. Kenya was “heavily colonized,” meaning that the British had many settlers, and appropriated much land for themselves. How did they get the land?
3. What steps did the British take to maintain order in the colonies?
4. How were indigenous Africans converted into a reserve labor force? Carefully review specific mechanisms, such as taxes and ordinances mentioned in Berman.
5. Why did Kenyan women resist, what were they resisting, and how did they show resistance?
Kikuyu women Harry Thuku Harry Thuku helped found the Young Kikuyu Association, an anti-colonial group. While reading this article, consider how women were oppressed by colonialism.
maintenance of law and order What does law and order mean in the colonial context? Who is order for?
Crises of Accumulation The first several pages of this article are a tough read. But pages 61-81 give a very helpful discussion of the political economy of colonialism, and the role of the state in ensuring the necessary labor to promote production.