AO: This excerpt from the workshop summary report highlights some of the geo-politics behind "opening up" archives once they are made digital. How are users vetted and approved and who is able to...Read more
AO: While it may seem self-evident, this excerpt from the workshop summary report underlines the continued importance of physical buildings to protect archival material. Especially at a time when...Read more
AO: According to this excerpt from Carotenuto and Luongo (2005), KNA's work in the first few decades of the newly independent Kenya was to repatriate documents removed from Kenya by the outgoing...Read more
How does STEM pedagogy become key to envisioning new societal futures?
My dissertation research examines how California’s educational and professional futures are being transformed by an array of programs and policies that refocus STEM pedagogy to meet the personal, community, and local needs of students and their environments. STEM educators today are advocating for innovative curricula that center students’ understandings of the world; hiring and training educators from underserved communities in STEM; and expanding STEM learning and teaching to out-of-school environments such as science centers, museums and community education. This study examines the array of ways K-12 STEM educators and administrators are enacting “next-generation” STEM pedagogy, working across state, non-profit, and corporate sectors.
By examining the pedagogical ideals, aspirations, subjectivities, tactics, and working environments of STEM educators, this project underscores the critical role of pedagogy and its practitioners in the production, reproduction and circulation of scientific knowledge.
What is at stake in next-generation STEM education?
California Department of Education draft plan to revise the K-12 Mathematics Framework to make social justice issues central to how math is taught in middle and high schools met with resistance from several fronts, including 600 scientists and educators who have signed an open letter asking it to be withdrawn. It further emphasizes integrated tracks in middle schools to close the racial achievement gap and progression along with acceleration. Critics of the plan argue that math education should not "woke", pointing instead to other industrialized nations, especially in East Asia, from where students outperform American students in math. Meanwhile, educators continue to state that STEM education cannot remain apolitical in the wake of pandemics and protests.
AO: In February 2019, I came across this document written in 1972 by one of the early chief archivists of the Kenya National Archives (N.W. Fedha). The document outlines the early history of the Kenya National Archives as well as the rationale and motivation for its creation...Read more
With regards to identifying archives around the city, I think some of the collections that are generally not talked about are parastatal archives. This [would include] Kenya Railways, Kenya Posta, Kenya Broadcasting Corporation, etc. Because they are both private and public institutions, the...Read more
AO: While not explicitly on BIEA or Kenya, this article is important to better understand the context out of which Aluka was created. Aluka is the digital library which houses the (partially) digitized collections of BIEA. Founded in 2003, in June 2008, the Ithaka...Read more
AO: This report documents a two-day workshop held on 13th and 14th of October 2016 for scholars and archivists working in and on Africa. The workshop was held in Lusaka, Zambia on the theme of “Endangered and Post-Colonial Archives in Eastern and Southern Africa.” The workshop was coorganised by...Read more
TM: This is a research report on the findings of the challenges faced by government ministries and state departments in Kenya. It contains a detailed report of findings from 157 research participants identifying the challenges that hamper effective government intersectionality in regard to...Read more