Transmission, transactional and reflection model: An approach to implementation of citizenship education in Kenya

ABSTRACT

Citizenship and Citizenship Education are at the centre of curriculum reform in Kenya. Weak implementation processes have previously watered down similar novel curricular reforms due to a need for an elaborate curriculum implementation model. This article reviews existing Citizenship Education models to develop an effective curriculum implementation model. As a result, the paper formulates the ‘Transmission, Transactional and Reflection’ Citizenship Education curriculum instructional model. Unlike existing models that view the three phases as distinctive independent categories, the current model conceptualises it as a continuous process. The model further specifies the resultant transformation and change to include Disciplined, Participatory and Critical Citizenship. The model is similar to the vision of the basic education curriculum framework, which aims to enable every Kenyan to become an Empowered, Engaged and Ethical citizen. If adopted, this model will improve the implementation of Citizenship Education, instilling requisite citizenship values for effective citizenry.

KEYWORDS:

• Citizenship
• citizenship education
• citizenship education curriculum model
• moral education
• value based education

Acknowledgement

This article was derived from a PhD study by the first author entitled “Conceptualisation and instruction of citizenship education in grade four social studies curriculum in Kenya”.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Rodgers Dingili

Dingili Rodgers is a part time lecturer of History Pedagogy at the Department of Curriculum and Instruction, Kaimosi Friends University (KAFU). He holds a PhD in Curriculum Studies and a Master of Education in History Education both from Moi University. Dr. Dingili is a researcher who is well versed in educational research and has extensively been engaged in article review as a reviewer for Science Journal of Education (SJEDU). He has presented papers in conferences and published articles in refereed journals. His academic interests are in Curriculum Studies, Social Studies, Citizenship Education and History pedagogy.

Kefa Simwa Lidundu

Kefa Lidundu Simwa is an Associate Professor of History of Education at the Department of Educational Foundations, Moi University, Kenya. He supervises, researches, and writes about curriculum theory, history education, citizenship education and teacher education in general. He is also the Director of the Institute of Gender, Diversity and Peace Studies and the Executive Secretary of the African Network of Internationalisation of Education (ANIE).