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University of Wyoming

Promoting Transformative Learning through Cultural Immersion: A Kenyan Educational Discourse  

A three-week summer course led by UW College of Education faculty member John Kambutu gave participants personal experience to explore another culture and, in the process, challenge their own assumptions that affect learning.

   “Promoting Transformative Learning through Cultural Immersion: A Kenyan Educational Discourse” was open to UW students and other citizens interested exploring a culture that differs significantly from their own.

   “Learning about other cultures is crucial in a world that is increasingly becoming a global village,” Kambutu, assistant professor of educational studies at UW/Casper College, says.

    Participants used primary resources to explore Kenyan cultures including education, and the multiple roles of the Kenyan woman. They also researched the impact of geo-political, economic, religious, and ethnic dynamics. Additionally, participants spent tremendous amount of time exploring Kenya’s fauna and flora. Issues surrounding HIV/AIDS and terrorism were equally examined. Instruction was mainly through field experiences, lectures, video shows, discussions, and group/individual reflections.

   “Participants were expected to be self-directed, observant, and reflective,” Kambutu explains. “The ability to question freely and to learn in unfamiliar cultural contexts was critical. Participants were expected to appreciate the many ways in which ethnocentrism – cultural standardization – stifles learning.”

   Kambutu queried participants about their perceptions of Kenya before their departure. Typical responses focused on wild animals, open lands and tribes. They recognized that these images were potentially limited, acknowledging that most of what they knew came from the mass media.

    When participants were asked again to associate three things with Kenya after the trip, their responses showed a new depth of understanding of that country’s diverse cultures.

   “They viewed Kenya in broader contexts such as  ‘smiling black faces welcoming you, people with generous and kind hearts, amazing land filled with beauty, great fertility, and marvelous creatures,’” Kambutu says. “Abject poverty” and “horrible roads” also emerged as common themes.

   Individual growth was evident in their post-trip reflections.

   “I returned home with a greater appreciation for all that we take advantage of - cars, shoes, food, etc. - and a sense of selfishness,” one participant said at the end of the experience. “I find myself analyzing simple day to day activities and questioning what is truly important.  I hope to become less selfish and plan to simplify my life.”

   “The noted abject poverty appeared to disorient the participants,” John says. “Nonetheless, there was an apparent consensus that Kenyans must take charge of their own destiny. They must solve their problems.”

    The opportunity to interact with individual members of Kenyan society proved particularly important, for both citizens and visitors.

   “The experience provided the opportunity for many Kenyans to interact with the participants,” Kambutu says. “This interaction created space for the two cultures to learn about their similarities and differences, perhaps causing cultural understanding, appreciation, and friendship.” This reality supports Mark Twain’s view that, “Travel is fatal to prejudice, bigotry and narrow mindedness.”

   Kambutu will lead a similar learning experience through the College of Education in the summer of 2006, June 2-10. A Kenyan safari is scheduled from June 10-28. For more information about this opportunity, contact Kambutu at 307-268-2584 or kambutu@uwyo.edu.