Faith-Based Education in Changing Social, Economic, and Political Contexts: Perspectives from Catholic Educators in Kenya

T. J. D’Agostino, Robert Dowd and John Mugo

The Review of Faith & International Affairs, 2019, vol. 17, issue 4, 76-88

Abstract: One prominent issue in developing education systems globally has been the relation between state and non-state actors. In this country case study, we explore how social, economic, and political changes in Kenya are impacting the mission, focus, and operations of faith-based—and specifically Catholic—schools. Drawing primarily from four focus group discussions with head teachers from 36 government-aided, Catholic-sponsored primary schools, we explore the question: How is the Kenyan state’s growing capacity to regulate education impacting Catholic-sponsored schools in pursuing their distinctive mission(s)? We find many head teachers have concerns that increasing state control may decrease autonomy in ways that threaten the integrity of the schools’ faith-based mission.

Date: 2019
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DOI: 10.1080/15570274.2019.1681730

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