Kithinji NturibiEducation is the cornerstone of societal progress, it is responsible for shaping the minds of generations and preparing them for the future. In today’s globalized world, where diversity is celebrated, it is crucial for educational systems to reflect the rich tapestry of cultures that make up our global community. Language is culture and culture is language. Prof. Ngugi Wa Thiong’o opines that if you know all the languages of the world, and you don’t know your mother tongue, or the language of your culture, that is enslavement. But if you know your mother tongue or the language of your culture and add all the other languages of the world to it, that is empowerment.
In 2000, UNESCO took the initiative of promoting cultural diversity by proclaiming International Mother Language Day and later it was adopted by the UN General Assembly. This Day is celebrated on 21st of February every year. This year’s theme was Multilingual education — a pillar of learning and intergenerational learning are crucial for inclusive education and the preservation of indigenous languages. As a young Meru, belonging to an indigenous language, I feel proud of my culture. Ironically, 24 years later after marking International Mother Language Day, I am one of many who with affliction do not know the language of their origin. Our educational curriculum offers us education and values that are far from our original culture.
Language preserves stories, traditions, culture and identity. The indigenous languages represent the legacy of our ancestors. Moreover, the treasure of indigenous languages is a heritage that should not be lost. For example, in Bolivia the teaching of an indigenous language is mandatory. Currently, indigenous cultural identity and languages are threatened by the constant growth and assimilation of globalization. Dr Henry Chakava, a leading Kenyan publisher, presented on “Lost tongues: the struggle to preserve indigenous African languages,” and shed light on the importance of mother tongues in education and training. He pointed out that there are approximately 2,000 African languages, which unfortunately are disappearing, taking with them an entire cultural and intellectual heritage. The same is happening to at least 43% of the estimated 6,000 languages spoken around the world. Only a few hundred languages have genuinely been given a place in education systems and less than a hundred are used in the digital world.
International society has reached a global consensus on the Human Rights of indigenous peoples. This consensus is the United Nations Declaration on the Rights of Indigenous Peoples, which states in Article 14 that indigenous peoples have the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.
Today, the international community has established the 2030 Agenda for Sustainable Development Goals. The fourth objective is to ensure an inclusive and equitable quality education and to promote lifelong learning opportunities for all. For indigenous learners, the fourth objective means ensuring an education that guarantees the learning of their own language and culture. Importantly, Article 44 of the Constitution of Kenya profoundly stipulates that every person has the right to use the language, and to participate in the cultural life of the person’s choice.
A curriculum that incorporates diverse cultural perspectives challenges students to think critically and problem-solving in various contexts. In the Middle East, particularly in Qatar, educators are integrating Islamic history and culture into their lessons. By analyzing historical events from different cultural viewpoints, students develop analytical skills, enabling them to approach challenges with a broader perspective. This approach nurtures future leaders who can navigate complex global issues with nuance and understanding.
In 2018, the Kenya Institute of Curriculum Development(KICD) approved the development of mother tongue learning materials for four communities namely, Gikuyu, Kamba, Dholuo, and Ekegusii. This promoted the development of language activities in these areas. Therefore, let KICD approve and implement learning of all mother tongues in our educational curriculum and improve the indigenous languages nationally. Additionally, texts should be developed in all languages spoken in Kenya for use in classrooms, financed by the government.
