EXPLORING SCHOOL CURRICULUM AS A TOOL FOR ADDRESSING RADICALISATION DRIVERS IN SECONDARY SCHOOLS IN KENYA

Abstract

The focus for this study was on drivers of radicalization amongst students and how they can be addressed using school curriculum. The objectives that guided the study were (i) To determine the drivers of radicalization amongst students in Kamukunji Sub County Kenya (ii) To establish ways in which the drivers of radicalization have been addressed using the school curriculum in Kenya (iii) To investigate the extent to which the school curriculum has been used to cater for drivers of radicalization in schools. This study used triangulation mixed method research design and was carried out in Kamukunji Sub-County, Nairobi County, Kenya. Study sample comprised of 259 respondents and the research instruments used were questionnaires and interview guides. Data was analysed both quantitatively and qualitatively. The findings for this study revealed that poverty, peer pressure, religion, need to belong, illiteracy and use of internet were some of the drivers of radicalisation in Kamukunji Sub-County and that very little had been done in addressing these drivers using the school curriculum. The study recommended that a needs assessment study should be carried out in schools in different parts of the country to identify students’ motivations that drive them towards radicalization and address them through a curriculum review.