The discourse on decoloniality keeps spreading in the Global South including in Africa, the basis of which is a movement pushing for the identity of the African cosmology, a self-acceptance of the African, and a re-orientation of socio-cultural, educational, spiritual, political, and educational structures in order to truly reflect the African’s unique personality and emancipate the African soul from Western dominance. Debates exist in universities across the continent both formally and informally on the significance and urgency of transforming the African psyche and mindset. Studies indicate that Western attitudes and values held as normative display themselves in various contexts including in African classrooms. The purpose of this study was to examine manifestations of coloniality in early primary school classrooms in Kenya and discuss their potential damaging consequences on the education, growth, and development of a Kenyan child. The research question of the study was: How does coloniality manifest itself in primary school classrooms in Kenya? Data were collected through observations of grade three lessons across sample schools in Kisii County of western Kenya, interviewing of teachers, and a content analysis of teaching-learning materials. The findings were as follows: In spite of language policies in favor of the use of mother tongues for young children, English (not yet acquired by pupils) is prioritized in teaching; there is wide-spread teacher supremacy contrary to contemporary research findings that promote learner-centred approaches; reminiscent of colonial experiences in Kenya, the use of mother tongues by pupils is severely punished; and teaching materials are replete with Western (read White)-based illustrations, metaphors, and realia. These classroom realities bear significant implications on learning, development, and pedagogy including poor identity formation, the continued veneration of Whiteness as a measure of the ideal, a subtle perpetuation of colonialism, and poor pedagogical outcomes. It is proposed that teacher education be made dynamic, rigorous, and diverse to develop teachers who will ably contribute to decolonization of education.

Keywords: Effective learning, Coloniality, cosmology, Kenyan classrooms, Whiteness.