Discourses/3. Kenya: Challenging Negative Perceptions around the  ‘African Child’

Evelyn Corrado; Leena Robertson

Discourses/3. Kenya: Challenging Negative Perceptions around the ‘African Child’

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

Abstract

Contemporary childhood studies have portrayed the ‘African child’ as one who is vulnerable and disadvantaged. The developing world construct is a ‘western’ preconceived label, which shapes a universal deprived position for Africans. Nonetheless, this dichotomy is not representative of most African childhoods, which are comfortable and remain unveiled.
The chapter argues that there is need to restructure the African childhood outlook, drawing from their perspectives. A critical analysis will concern the discourses of the ‘African child’ produced by the universal childhood theories, the African childhood accounts and also the current economic and social positions of Africa. The conclusion contends that the African childhood constructions should be re-assessed through ethnography and robust education, for emancipation. This supports the UN Convention rights of the Child’s recognition of children’s right of self-determination.

Original language	English
Title of host publication	Children's Self-Determination in the context of Early Childhood Education and service
Subtitle of host publication	Discourses, Policies and Practices
Editors	Federico Farini, Angela Scollan
Place of Publication	Switzerland
Publisher	Springer Nature
Chapter	12
Pages	169-186
Number of pages	17
Volume	25
ISBN (Electronic)	978-3-030-14556-9
ISBN (Print)	978-3-030-14555-2
Publication status	Published - Jun 2019

Keywords

Childhood Studies, African Discourses, Social Attributions, Emancipation, Ethnography.

Cite this

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title = "Discourses/3. Kenya: Challenging Negative Perceptions around the {\textquoteleft}African Child{\textquoteright}",

abstract = "Contemporary childhood studies have portrayed the {\textquoteleft}African child{\textquoteright} as one who is vulnerable and disadvantaged. The developing world construct is a {\textquoteleft}western{\textquoteright} preconceived label, which shapes a universal deprived position for Africans. Nonetheless, this dichotomy is not representative of most African childhoods, which are comfortable and remain unveiled. The chapter argues that there is need to restructure the African childhood outlook, drawing from their perspectives. A critical analysis will concern the discourses of the {\textquoteleft}African child{\textquoteright} produced by the universal childhood theories, the African childhood accounts and also the current economic and social positions of Africa. The conclusion contends that the African childhood constructions should be re-assessed through ethnography and robust education, for emancipation. This supports the UN Convention rights of the Child{\textquoteright}s recognition of children{\textquoteright}s right of self-determination.",

keywords = "Childhood Studies, African Discourses, Social Attributions, Emancipation, Ethnography.",

author = "Evelyn Corrado and Leena Robertson",

note = "First Author- Dr Evelyn Corrado is a lecturer in Early Childhood Studies at Froebel College. Evelyn uses Multidisciplinary approach in her teaching and research. Her study background is Psychology (MSc and BSc) and Sociology of Education. Evelyn's Ph.D. research explored dialogic pedagogies in Kenya to enhance teaching and learning. Evelyn grew up in Kenya and has a tremendous social-cultural understanding of the African context, which informs her work. Previously, Evelyn worked in UK Mental Health Sector for almost ten years and later as an academic tutor at Middlesex University for four years (in the BA Education program). ",

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Discourses/3. Kenya: Challenging Negative Perceptions around the ‘African Child’. / Corrado, Evelyn; Robertson, Leena.

Children's Self-Determination in the context of Early Childhood Education and service: Discourses, Policies and Practices. ed. / Federico Farini; Angela Scollan. Vol. 25 Switzerland : Springer Nature, 2019. p. 169-186.

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

TY - CHAP

T1 - Discourses/3. Kenya: Challenging Negative Perceptions around the ‘African Child’

AU - Corrado, Evelyn

AU - Robertson, Leena

N1 - First Author- Dr Evelyn Corrado is a lecturer in Early Childhood Studies at Froebel College. Evelyn uses Multidisciplinary approach in her teaching and research. Her study background is Psychology (MSc and BSc) and Sociology of Education. Evelyn's Ph.D. research explored dialogic pedagogies in Kenya to enhance teaching and learning. Evelyn grew up in Kenya and has a tremendous social-cultural understanding of the African context, which informs her work. Previously, Evelyn worked in UK Mental Health Sector for almost ten years and later as an academic tutor at Middlesex University for four years (in the BA Education program).

PY - 2019/6

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N2 - Contemporary childhood studies have portrayed the ‘African child’ as one who is vulnerable and disadvantaged. The developing world construct is a ‘western’ preconceived label, which shapes a universal deprived position for Africans. Nonetheless, this dichotomy is not representative of most African childhoods, which are comfortable and remain unveiled. The chapter argues that there is need to restructure the African childhood outlook, drawing from their perspectives. A critical analysis will concern the discourses of the ‘African child’ produced by the universal childhood theories, the African childhood accounts and also the current economic and social positions of Africa. The conclusion contends that the African childhood constructions should be re-assessed through ethnography and robust education, for emancipation. This supports the UN Convention rights of the Child’s recognition of children’s right of self-determination.

AB - Contemporary childhood studies have portrayed the ‘African child’ as one who is vulnerable and disadvantaged. The developing world construct is a ‘western’ preconceived label, which shapes a universal deprived position for Africans. Nonetheless, this dichotomy is not representative of most African childhoods, which are comfortable and remain unveiled. The chapter argues that there is need to restructure the African childhood outlook, drawing from their perspectives. A critical analysis will concern the discourses of the ‘African child’ produced by the universal childhood theories, the African childhood accounts and also the current economic and social positions of Africa. The conclusion contends that the African childhood constructions should be re-assessed through ethnography and robust education, for emancipation. This supports the UN Convention rights of the Child’s recognition of children’s right of self-determination.

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BT - Children's Self-Determination in the context of Early Childhood Education and service

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