Browsing by Author "Gachari, Regina"

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    Gender Responsive Life-Skills-Based Sexuality Education and Adolescents’ Protective Sexuality Attitudes and Behaviour.
    (International Journal of Research and Innovation in Social Science (IJRISS), 2020-05) Githinji, Scolastica Kariuki; Gachari, Regina
    Adolescent are at high sexual risk owing to their biopsychosocial development and in view of high rate of new HIV infections in persons aged 15-24-years in Kenya. According to the Kenya National AIDS Control Council (2015) the increase is from 21% in the year 22013 to 51% in 2015. Education on adolescent sexuality behavior and reproductive health, is often expected from education sector yet comprehensive sexuality Life skills-based education is not ascertained. Aims: So, a research study was conducted to determine the relationship gender responsive life-skills based sexuality education and adolescents ‘protective sexuality attitudes and behaviors in church-based schools in Kenya. The independent variable of study comprised combined variables of gender responsive life-skills based sexuality education, which included comprehensive sexuality education, gender responsive sexuality education, gender equality and equity, & gender power. Samples: A questionnaire was administered among 140 adolescent girls and boys aged 15-20 in Nairobi and Athi River church schools. The Catholic Church and Presbyterian churches schools were selected by convenience sampling. Methods: Quantitative research design was employed, adolescents responded to Likert scale items and open-ended questions to provide score on gender responsive life-skills based education and their protective attitude and behavior. Pearson correlations coefficient was used to determines links between independent and dependent variables. Results and Conclusion: Comprehensive sexuality education takes place in church schools and predicts 10.7% of adolescents’ protective sexuality attitudes and behavior. Gender responsive life skills-based sexuality education should be taught in all schools in Kenya as they enhance protective attitudes and behaviors
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    How Teachers of English in Central Region of Kenya Perceive Portrayal of Gender in Literature Textbooks
    (Africa Journal of Media and Communication (AJMC), 2020-07) Gachari, Regina
    Textbooks are an important socializing tool and play a crucial role in determining students’ worldview of gender relations in society. Gender responsiveness is one of the emerging issues that have attracted major debates in various forums including in the education system in general and choice of textbooks in particular. This study examined the responses of teachers of English to gender issues in the following literature books; The River Between, An Enemy of the People, The River and the Source and Coming to Birth which were used as KCSE literature textbooks from 1999 to 2009 . The study applied the Reader – Response theory which emphasizes the reader’s role in creating meaning of a text and experience of a literary work. The findings indicated that the KCSE textbooks all had elements of gender bias, stereotyping of character and role, unequal representation of male and female characters and use of gender insensitive language. However, the study also revealed that some writers had made attempts to make the literature textbooks gender responsive. The teachers’ responses revealed that the teachers were keen and enthusiastic about gender issues in textbooks despite the fact that they had no formal training on how to implement the gender policy in education. The study recommends closer scrutiny of literature textbooks, in-house training of teachers on gender responsiveness, sensitizing students on gender responsive textbooks, training of education stakeholders and providing checklists for identifying gender stereotypes and other relevant gender issues in textbooks. In addition, it also recommends the development of a more gender responsive curriculum in tandem with Kenya’s developmental aspiration where men and women are viewed as partners in the development of all sectors of society.
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    Language and Power Relations in Selected Marriage Ceremonies’ Songs among the Agĩkũyũ and Akamba Communities of Kenya
    (International Journal of Culture and History, 2021-03) Kinuthia, J. W.; Gachari, Regina ; Wambua, Brenda Mueni
    The genre of songs is a critical component of marriage discourse among many African communities. Language use in the songs within this premise is a means of conveying messages that enable the participants to express some commonsense assumptions that are implicit in the conventions according to which people interact linguistically. The focus of this paper is to illuminate the connections between language and elements of social life such as gender and power within this social practice and how these may define a society’s worldview, articulate societal consciousness, social emancipation and enhancement of social justice. A random sample of marriage ceremony songs from the two communities have been analyzed with a view of discussing how language within this discourse context has been used to give shape and meaning to the world, how language constructions are central in drawing the relationships between language and thought, how we understand abstract meanings and how context influences meaning. The study is grounded on the principles of Wodak and Meyer’s (2004) Discourse Historical Approach where expressions in the songs have been qualitatively examined leading to the argument that language is significant in the production and maintenance of social relations of power and this contributes to the shaping of societal understanding, thoughts and feelings, defining people’s relationships with each other, establishing the kind of speech that one is involved in as well as describing societal ideologies. The findings of this paper are of benefit to leaders and policy makers in our society who are charged with the responsibility of guiding the development of indigenous knowledge systems for posterity. The general public too as consumers of cultural knowledge would benefit from these insights since they contribute to their understanding of the perceptions and meanings embedded in the songs that they so love to participate in.
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    Parental Engagement in School and Educational Programmes for Immigrant Learners
    (IGI Global, 2021) Gachari, Regina; Kinuthia, Jane; Wambua, Brenda Mueni
    This chapter explores the dynamics of parental involvement in immigrant learners' education with specific focus on areas of involvement, possible challenges, and strategic ways of mitigation against such challenges. Parental support may take a variety of ways including learning activities at home, family involvement at school, school outreach programs that engage families such as volunteerism and supportive parenting activities. In this endeavor, challenges such as language barrier, culture conflicts, teachers' perceptions of parents and learners, literacy levels of the immigrant parents, curriculum diversities, as well as unavailability of resources are likely to arise. Mitigating strategies explored in this chapter include forums for educators and immigrant parents, training for parents on effective communication and school policies, as well as regular evaluation of parental support programs. This information is critical for educators and policy makers since it illuminates factors affecting the partnerships between schools and home environments for immigrant learners.
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    Supporting Second Language Learners in Higher Education
    (IGI Global, 2020) Wambua, Brenda Mueni; Gachari, Regina; Kinuthia, Jane
    The concepts discussed in this chapter were conceptualized out of the experiences of lecturers and researchers who have from time to time found themselves in situations where their learners require extra support for them to navigate through the academic rigor expected of them. Linguistic competence of the language of instruction has been proven to contribute significantly to a learner's success since through this medium, knowledge is acquired and disseminated. Language can thus be a facilitator or impediment of knowledge acquisition. Thus, institutions of higher learning must strive to put in place strategic mechanisms to support learners especially in a time when higher education is experiencing greater internationalization with diverse learners. The chapter discusses strategies that would support such learners, with a view of encouraging the players in higher education to explore opportunities for such support which may be available both inside and outside the classroom.