Browsing by Author "Nguru, Faith"

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    Africana Symbolic Contextualism Theory Authors
    (Palgrave Macmillan, Cham, 2018) Nguru, Faith; Lando, Agnes Lucy
    John S. Mbiti, a renowned African theologian, once described Africans as notoriously religious (Mbiti, African Religions & Philosophy. Nairobi: East African Educational Publishers, 1969/2011). The modern expression of their religiosity is found in the two main Christian denominations; the Roman Catholic and the various Protestant denominations as well as remnants of African traditional religions that sometimes find their way into mainstream Christianity. It is against this general background that our discussion in the Black African communication chapter, with a focus on the Africans’ religious perspective, will be anchored. The knowledge system of Christians in the Eastern and Southern regions of Africa forms the context of our study. This chapter analyzes how the religious worldview influences communication patterns and systems at the interpersonal and group communication levels.
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    Construction of Followership Identity among Kenyan Teachers
    (Industrial and Commercial Training, 2020-06) Bett, Harry Kipkemoi; Nguru, Faith; Kiruhi, Tim Mwangi
    Purpose – The purpose of this paper is to provide a discussion on the construction of followership identity among teachers in Kenya which has had less attention. Further, as Kenya is currently implementing a new education curriculum (competency-based curriculum) which requires teachers to be more proactive in their work, an understanding of how they construct their followership identity in schools is paramount, as this is linked to the attainment of learning outcomes. Design/methodology/approach – Symbolic interactionism theory, which suggests that individuals respond to phenomena based on the meaning they give such phenomena and through interactions with others, has been used to support arguments in this paper. This theory is relevant to this paper, as it helps in understanding the meaning that teachers give to ‘followership’ through interactions with others in their schools. Findings – The arguments in the current paper suggest that as Kenyan teachers interact with colleagues, their meaning of ‘followership’ is defined and refined. The resulting identity is important for these teachers, especially as they embrace the new curriculum in the country which requires them to be more proactive, unlike the previous one. Research limitations/implications – As this is a conceptual paper, there is no empirical data to ground validate the arguments given. Originality/value – The use of symbolic interactionism in the discussion of this paper adds another dimension to the followership and identity construction among followers. Much of the literature has focused on followership in general but not fromthe lens of symbolic interactionism.
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    Kenya Citizens’ Sovereignty and the EAC Nexus
    (Rowman & Littlefield, 2020) Lando, Agnes Lucy; Nguru, Faith
    Beginning from the ancient, traditional, modern to the contemporary Social Media, communication has always played a unifying, educational, informational, and entertainment role in society. In stating this, however, one cannot overlook the fact that communication or the lack of it has also (in these periods) been used to divide communities, socioeconomic-political blocs and nations. In the case of the East African Community (EAC), it is probable that of the various factors that contributed to the collapse of the original EAC in 1977, lack of effective communication to the EAC citizens and Member States was a key factor. It then took fourteen years for the formal communique to revive the EAC, and another eight years for the Treaty to be signed. Conversely, the European Union (EU) that boasts of twenty-eight member states, and counting, is an example of an organization with similar mandates as the EAC. These nations came into existence, developed, and are continually evolving to meet their citizens’ needs and aspirations. Whereas the first attempt to establish EU in 1993 took deep root and stood on firm grounds, the desire to establish EAC is on the third attempt. One of the reasons contributing to the success is the fact that EU member states developed communication strategies to raise awareness about EU’s existence; and the benefits that member states and citizens could derive from continues engagement. Similarly, this chapter holds that if the EAC agenda is to succeed, then communication ought to be at the core of the development of eastafricanization
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    What can Christian Higher educations do to promote educational well-being in Africa
    (School of Communication- Daystar Uniiversity, 2006) Nguru, Faith