Tsawe-Munga wa Chidongo is a fulltime senior lecturer in African religious studies at Pwani University, specialised on Inter-faith dialogue with emphasis on African Religious Heritage relation with global religions. He hold a PhD from the University of Birmingham Uk and MA from the University of Wales Lampeter UK. His area of research is on Dialogue between African Religious world view and the Western world concerning issues that affect human society; poverty, poor governance and democracy, human trafficking, cultural heritage (traditional governance, customary laws, traditional healing systems) and globalization. He has engaged in research activities with different organisations and Institutions of higher learning such as; University of Kumamoto Japan (School of Humanites and social scineces), Oxford University (African Studies Centre) KTI (USAID), MADCA, PURB. He qualified to join the TICASS research team due to my diverse knowledge in African Cultural Heritage.
Visual literacy and technology of Imaging among pastoral communities of Kenya
Visual literacy is among the ancient cultural ways that the global society has been applying to make meaningful interpretations, particularly after viewing images that are placed in certain positions or places to offer public information. In Kenya and Africa in general, before the advent of the colonial system of formal reading and writing, communities were accustomed with traditions of interpreting images that were either human made or natural. In reaction to the recent global transformation from analogue to digital technologies, Kenya implemented a new educational system in 2017 – Competence Based Curriculum, CBC, one of the goals of which is to ensure that all children learn the new skills related to technologies and become digitally literate. Prior to this, the government of Kenya, more specifically the ministry of education, supplied laptops to primary schools in 2013–2014 to facilitate class 1 children in the process of learning.
This paper explores the effect of visual literacy in technologies of imaging on schoolchildren among Ormas, a largely pastoralist rural community living in the Tana-river and Lamu counties of Kenya. In 2003, the government of Kenya ruled for primary education to be mandatory for all children including the pastoralist communities. This directive may gradually change the perspectives of education in some communities to accommodate the evolving systems that may improve the standards of living in Kenya.