TITLE:

GIFT OF EDUCATION: THE STORY OF JOSEPH GIKUBU AND STAREHE BOYS CENTRE AND SCHOOL, KENYA

Background to the Study

“The story of Goffrey Griffin, Joseph Gikubu, and Geoffrey Geturo I hope people can write it. It is a

story of a giants. People who made lasting impact on his country” (M. Kibaki, 2009).

Research Questions

Who is Joseph Gikubu? What forces caused Gikubu to be involved in the development of youth

education in Kenya?

How does Gikubu’s educational work at Starehe Boys Centre and School reflect Kenya’s educational historical context in both colonial and post-colonial period?

What insights on Kenyan education system does Gikubu’s involvement in youth education provide in terms of educational change in both colonial and post-colonial Kenya?

Literature Review

Literature: Development of Education in Kenya in: pre-colonial, colonial and post- colonial

periods Mbiti (1969), Occiti (1973), Sifuna & Otiende (1992), Bassey (1999) etc. Educational Biography

Denzin (1989), Kride (1998) Creswell (1998), Denzin and Yvonna (2000), and Patton (2002) etc.

Carr (1961), Browns (1961), Middleton (1962), Smith (1966), Adenoyin (1974), Coker (1990), Marwick (1989),Mba (1990), Ajayi(1990),Adeoti (1997).

Emerging Gaps from the

Literature

There is limited research on African-centered educational biographies despite the growing sphere of general African biographiesand autobiographies.

There is limited research on how educational biographies illuminate historical, social, political, and economic contexts of their given societies and their effects on the education process.

Framing of the Study

Works of (Martin, 1978; Hongo and Mugambi, 2000 and; King’ala, 2005) all on Starehe Boys Centre and School, provide a frame for this study.

Educational biographical work of Adeoti (1997).

Ethnographic works of: (Stambach, 2000; Hall, 1995; Holland and Eisenhart 1990: 1990: Lacey, 1970; Luykx, 1999 and Peshkin 1972).

Theoretical Frame work

The study seeks to utilize the following theories:

Transformational leadership theory (Burns, 1979), Bass (1985, 1989),Bennis and Nanus (1985), Foster (1986 & 1989), Rost (1991 and Yuki (2002) - Leadership as “a vehicle for social change”.

Servant Leadership theory: Greenleaf (1977, Alston, 2005) – serving the community with skill, understanding and care. A servant leader is “a servant first”.

Spirited Leadership (combines- transformational and servant leadership theories) - views leadership as a mission or calling. (Jones, 2003; Murtadha- Watts, 1999 and; Paris, 1995).

Theoretical framework is also informed by works of: (Collins, 1998, 2000; Hudson-Weems, 1997; Ntiri, 2001, Alston, 2000; Amadiume, 1997;Bakare- Yusufu, 2003; Ngunjiri, 2006) on black/Africana educational leadership.

Methodology

Qualitive research approach Incorporated a biographical approach of:

Interpretive biography Use of narratives to interpret educational experiences of the Gikubu’s

involvement in Kenyan youth education 50 aparticipants participated in the study. Selected through purposeful

sampling. People who have worked and interacted with Gikubu 1958 to present. They included

past and present Starehe Boys Centre and School: Administrators Students Teachers

Support staff Family and Friends Government officials Donors etc. Friends

Findings: Research Question One: who is Joseph Gikubu?

Joseph Gikubu was born in 1934 to Gikubu Karanja and Serah Wanjiku inBanana Hill, Kiambu District, Kenya. Approximately 20 miles from Kenya’s capital, Nairobi.

He was the fourth born in a family of seven and first among the sons. His father Gikubu Karanja was a polygamous man who had married five

and had several children. Gikubu’s mother was third wife.

Research Question One:Who: who is Joseph Gikubu?

His father Gikubu Karanja worked with the police department as a sergeant for about 25 years until his retirement and then took to small scale livestock farming. His mother, Sarah Wanjiku was a farmer and a small scale trader of various farm produce.

Gikubu went to Independent School Muchatha, Kanunga Primary and later Riara Intermediate School but had to drop out of school, eventually finding himself among the young detainees who were linked with the struggle for Kenya’s independence (The Mau Mau).

He is the co-founder of Starehe Boys Centre and School and assistant director. He has been at Starehe since 1959 to the present. The longest serving educator in Kenya’s history.

Findings: Research Question Two: Forces that caused Gikubu to be involved in Kenyan youth education

Early childhood experiences: family, early school years----- “Mwanamume”(the man).

MauMau War and its aftermath- State of Emergency. Manyani Detention Camp & wamumu rehabilitation program: - encounter with

Geoffrey Griffin 7 Colonial youth vagrancy laws. Work at Othaya Approved School with Roger Owles. Youth Centers /Youth Clubs- Starehe and Kariokor. Starehe Boys Centre and School- “The flower in the mad” / “The

University of the Unwanted”, “The Christ Hospital of Kenya”.

Research Question Three

Starehe Boys Centre and School and its reflection

of Kenya’s educational historical context and legacy

Colonial Phase (1959-1962):

Founding of Starehe Struggle for recognition Social welfare challenges

Political challenges (challenges of establishing a place of safety).

Post –Colonial Phase (1963-2011):

Staffing difficulties Administrative difficulties Technical education Accountancy and computer studies Expansion of secondary and tertiary education.

Research Question Three:Insights on Kenya youth education

Gikubu as an educator A pragmatic education / dialectical education. Innovative / creative education. Wholistic education education for service- voluntary service scheme Character / virtue –based education ie discipline, respect,honesty,

integrity,hardwork and excellence etc. spiritually and Education

Research Question Three Cont’d:Insights on Kenya youth education

Gikubu as an administrator

School as a home Baraza (student parliament) – Dialogue & Freedom Partnering in school leadership- school constituency & community

Establishing relations within and outside the school / Relationality and Education.

Open door system of management Teaching as a vocation & committed administrators International education- Round Square & Global Connections.

Implications and Policy

Recommendations

Role of individuals in shaping the history of their societies. Need for school administrators to use leadership approaches that promise

success and create space for the participation of all stakeholders. Need for school heads to look at schools as their own and to be committed. Need to develop strategies that allow continuous reinvigoration of

educational programs.Suggestions for further

Research

Need to study the historiographical significance of various African educators and their contributions to the evolution and growth of education in Africa.

Need to investigate the relationship between school leadership and learningoutcomes i.e examine effects of:

Running a school like a home Re-genarative leadership Partnering in education Relationality in education Pragmatic education Wholistic education

Education for service-voluntary scheme Character/virtue- based education Spiritually and Education