The Peace Education Dilemma: How 'Universal' Programs in Kenya Perpetuate Systemic Ableism

Abstract

This paper explores the Kenya peace education programs paradox whereby despite the universal objectives, the programs continue the systemic ableism thus excluding people with disabilities. The main research question that will be answered is that, in what ways do these programs which are structured to bring about social harmony, reinforce structural discrimination based on their unexplored normative foundations? The study will utilize a conceptual research design whereby thematic analysis of policy documents, such as Persons with Disabilities Act and peace education systems, and academic literature on ableism and inclusive education will be employed. The most important results are that there is a policy-program dissonance of critical interest, in that there are no legislative requirements of inclusion in the implementation of peace education. In addition, the analysis characterizes pedagogical and curricular practices that favorable able-bodied and neurostigmatized norms, a theoretical inefficiency based on the separation of peace education and the disability justice models. This paper concludes that the existing peace education in Kenya is dramatically flawed because it is involved in some form of structural violence which is contrary to its own tenets. It is suggested that a matter of urgent concern is to implement a revision of the curricula based on Universal Design for Learning (UDL) principles, thorough educator training on the issues of anti-ableist pedagogy, and the creation of disability-based monitoring and evaluation indicators. This study informs monitoring and evaluation because it correlates the need to integrate certain measures of disability inclusion in the process of ensuring that peace education interventions are equitable, effective, and really universal and transformative.