Decolonising Languages and Literacies in Education

A shift in mindset is required – from a colonial perspective to a freer mindset that accommodates other literacies, including those from the Indigenous people. Drawing on the example of Kenya, this chapter suggests that decolonising languages and literacies education must start with liberating one's mind (Thiong'o 1986). In Kenya, strategies have been put in place by activists and proponents of change to decolonise language and literacy practices of individuals and communities. The decolonised literacies that we discussed in this chapter go beyond language and include community assets such as a community's interconnectedness/relationships" the use of the circle and semi-circle in community meetings and schools, the use of storytelling, riddles, songs and proverbs to transmit knowledge.