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2020 

 

Ethical analysis of content in compulsory 

English literature set books in Kenya. 
 
 

Dinda, Gabriel 
School of Humanities and Social Sciences  
Strathmore University 

 
 
 
 

 

 
 
 
 
 
 
 
 
 
 

 

Recommended Citation 

Dinda, G. (2020). Ethical analysis of content in compulsory english literature set books in Kenya [Thesis, 

Strathmore University]. http://hdl.handle.net/11071/12061 

  

 
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http://hdl.handle.net/11071/12061
http://hdl.handle.net/11071/12061


 

ETHICAL ANALYSIS OF CONTENT IN COMPULSORY 

ENGLISH LITERATURE SET BOOKS IN KENYA 

 

 

 

Gabriel Dinda 

 

 

Submitted in partial fulfilment of the requirements for the Degree of 

Masters in Applied Philosophy and Ethics at Strathmore University 

 

 

 

School of Humanities and Social Sciences 

Strathmore University 

Nairobi, Kenya 

 

September 2020 

 

This thesis is available for Library use on the understanding that it is copyright 

material and that no quotation from the thesis may be published without proper 

acknowledgement. 



ii 

 

  

DECLARATION 

I declare that this work has not been previously submitted and approved for the award 

of a degree by this or any other University. To the best of my knowledge and belief, 

the thesis contains no material previously published or written by another person 

except where due reference is made in the thesis itself.  

 

     Gabriel Dinda  

 

     23rd September, 2020   

  

  

 

  



iii 

 

 

ABSTRACT  

In Kenya, all learners in the third and fourth years of Secondary school read, analyse 

and comprehend compulsory English set books. The set books are examined in the 

National Examinations. The set books studied have an immense influence on the lives 

of the learners. The immense influence is witnessed through the imitation of characters 

in the books and adoption of certain behaviours portrayed in the books. Over the years, 

the moral issues highlighted in the set books have been questioned by different groups. 

Some of the questions raised regarding the moral issues include; inappropriate 

language, adult content that may not be appropriate for the age group and use of subtle 

language that propagates immoral behaviour. This concern, therefore, raises the 

question of the nature of values that are contained in the compulsory English set books. 

This research evaluates the positive and controversial values contained in the 

compulsory English set books, used in Kenya between 2003 and 2018. This analysis 

is based on the six social principles:  Common Good, Primacy of the Human Person, 

Solidarity, Subsidiarity, Participation and Universal destiny of the goods of the earth. 

The books under analysis are A man of the people by Chinua Achebe, The River 

Between by Ngugi wa Thiong’o, Coming to Birth by Marjorie Oludhe Macgoye, The 

River and the Source by Margaret Ogola and Blossoms of the Savannah by H.R. Ole 

Kulet.  

 

 

 

 

 

 

 

  



iv 

 

Table of Contents 
DECLARATION ..................................................................................................... ii 

ABSTRACT ........................................................................................................... iii 

LIST OF FIGURES ............................................................................................... vii 

LIST OF TABLES ................................................................................................ viii 

LIST OF ABBREVIATIONS ................................................................................. ix 

DEFINITION OF KEY TERMS .............................................................................. x 

ACKNOWLEDGMENTS ....................................................................................... xi 

DEDICATION....................................................................................................... xii 

CHAPTER ONE ...................................................................................................... 1 

INTRODUCTION ................................................................................................... 1 

1.0 Background to the study ................................................................................. 1 

1.1 The Set Book Selection Process ................................................................. 2 

1.2 General Objective ........................................................................................... 4 

1.3 Problem Statement.......................................................................................... 4 

1.4 Research Objectives ................................................................................... 5 

1.5 Specific Objectives .................................................................................... 5 

1.6 Scope of the study .......................................................................................... 5 

1.7 Limitations of the study .................................................................................. 6 

1.8 Significance of the study ................................................................................. 6 

1.9 Justification of the study ................................................................................. 6 

CHAPTER TWO ..................................................................................................... 8 

LITERATURE REVIEW ......................................................................................... 8 

2.0 Introduction .................................................................................................... 8 

2.1 Empirical Review ........................................................................................... 8 

2.1.1 The Integration of English and Literature ............................................... 10 

2.1.2 Are books transmitters of values to learners? .......................................... 10 

2.1.3 Positive values contained in the Compulsory English set books used in 

Kenya between 2003 and 2018? ...................................................................... 13 

2.1.4 Controversial values contained in the compulsory English set books used in 

secondary schools? ......................................................................................... 14 

2.2 Theoretical Framework .................................................................................... 16 

2.3.2 Principle of Common Good ....................................................................... 18 

2.3.3 Principle of Solidarity ................................................................................ 19 



v 

 

2.3.4 Principle of Subsidiarity ............................................................................ 19 

2.3.5 Principle of Participation ........................................................................... 19 

2.3.6 Universal destiny of the goods of the earth................................................. 20 

2.4 Research Gaps.................................................................................................. 24 

2.5 Conclusion ................................................................................................... 25 

CHAPTER THREE ............................................................................................... 26 

RESEARCH METHODOLOGY ........................................................................... 26 

3.1 Introduction .................................................................................................. 26 

3.2 Research Design ........................................................................................... 26 

3.3 Sampling Procedure ...................................................................................... 30 

3.4 Data Collection techniques and analysis ....................................................... 30 

3.5 Validity of the research ................................................................................. 31 

3.6 Reliability of the research ............................................................................. 32 

3.7 Objectivity of the Research ........................................................................... 32 

3.8 Ethical Considerations .................................................................................. 33 

CHAPTER FOUR ................................................................................................. 34 

RESEARCH FINDINGS ....................................................................................... 34 

4.1 Introduction .................................................................................................. 34 

4.2 Findings by book .......................................................................................... 34 

4.2.1 Coming to Birth by Marjorie Oludhe Macgoye .......................................... 34 

4.2.2 The River Between by Ngugi wa Thiong’o ................................................ 41 

4.2.3 The River and the Source by Margaret Ogola............................................. 50 

4.2.4 Blossoms of the Savannah by H.R. Ole Kulet ............................................ 61 

4.2.5 A Man of the People by Chinua Achebe .................................................... 69 

CHAPTER FIVE ................................................................................................... 75 

CONCLUSIONS AND RECOMMENDATIONS .................................................. 75 

5.1 Statement of Research Questions .................................................................. 75 

5.2 Statement of Key Findings ............................................................................ 75 

5.2.1 Key Findings of Positive values contained in the set books used in Kenya 

between 2003 and 2018................................................................................... 75 

5.2.3 Key Findings for the values contained in set books used in Kenya and 

alignment to the National Values contained in the Constitution of Kenya, 2010.

 ....................................................................................................................... 76 

5.3 Statement of Key Conclusions ...................................................................... 77 



vi 

 

5.3.1 Key Conclusions for Positive Quotations in the compulsory set books used 

in Kenya between 2003 and 2018. ................................................................... 77 

5.3.2 Key Conclusions for Controversial quotations found in the compulsory set 

books used in Kenya between 2003 and 2018. ................................................ 77 

5.3.3 Key Conclusions for the values contained in the compulsory set books used 

in Kenya between 2003 and 2018 and the alignment to the National Values of 

Kenya. ............................................................................................................ 77 

5.4 Statement of Key Recommendations ............................................................ 78 

5.5 Future Research ............................................................................................ 79 

REFERENCES ...................................................................................................... 80 

APPENDICES ....................................................................................................... 83 

A1: Compulsory English Literature set books (2003-2018)................................. 83 

A2: NACOSTI Research Licence ....................................................................... 84 

A3: Strathmore University Ethics Review Committee Certificate ....................... 85 

A4: TurnItin Originality Report .......................................................................... 86 

 

  



vii 

 

 

LIST OF FIGURES 

Figure 3. 1: Kimberly A. Neuendorf Framework Flow 1 ........................................ 28 

Figure 3. 2: Kimberly A. Neuendorf Framework Flow 2 ........................................ 29 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

file:///C:/Users/Elias/Downloads/Dinda%20Dissertation%20(Most%20Current).docx%23_Toc49781165


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LIST OF TABLES 

Table 2. 1: The Six Social Principles in relation to Provisions of the Constitution of 

Kenya .................................................................................................................... 20 

Table 2. 2: Social Principles in relation to National Values .................................... 24 

Table 4. 1: Positive Quotations from Coming to Birth by Marjorie ......................... 34 

Table 4. 2: Controversial Quotations from Coming to Birth by Marjorie ................ 38 

Table 4. 3: Frequency of the Principles from Coming to Birth by Marjorie ............ 39 

Table 4. 4: Positive Quotations from The River Between by Ngugi wa Thiong’o ... 41 

Table 4. 5: Controversial Quotations from The River Between by Ngugi wa Thiong’o

 .............................................................................................................................. 45 

Table 4. 6: Frequency of Principles from The River Between by Ngugi wa Thiong’o

 .............................................................................................................................. 48 

Table 4. 7: Positive Quotations from The River and the Source by Margaret Ogola 50 

Table 4. 8: Controversial Quotations from The River and the Source by Margaret 

Ogola ..................................................................................................................... 57 

Table 4. 9: Frequency og Principles from The River and the Source by Margaret Ogola

 .............................................................................................................................. 59 

Table 4. 10: Positive Quotations from Blossoms of the Savannah by Ole Kulet ...... 61 

Table 4. 11: Controversial Quotations from Blossoms of the Savannah by Ole Kulet

 .............................................................................................................................. 64 

Table 4. 12: Frequency of Principles from Blossoms of the Savannah by Ole Kulet 67 

Table 4. 13: Positive Quotations from A Man of the People by Chinua Achebe...... 69 

Table 4. 14: Controversial Quotations from A Man of the People by Chinua Achebe

 .............................................................................................................................. 70 

Table 4. 15: Frequency of Principles from A Man of the People by Chinua Achebe 73 

 

  



ix 

 

 

LIST OF ABBREVIATIONS  

KNEC  Kenya National Examinations Council  

KICD  Kenya Institute of Curriculum Development 

MoEST Ministry of Education, Science, and Technology  

JKF  Jomo Kenyatta Foundation  

KLB  Kenya Literature Bureau 

KIE  Kenya Institute of Education  

UN  United Nations 

SDGs  Sustainable Development Goals 

CEDAW Convention of Elimination of all Forms of Discrimination against 

Women 

 

 

 

 

 

 

 

 

 

 

  



x 

 

 

DEFINITION OF KEY TERMS 

Set Book – A pre-selected book by the Ministry of Education through Kenya Institute 

of Curriculum Development (KICD) for Secondary schools meant to be read, analysed 

and examined for partial fulfilment of Kenya Certificate of Secondary Education 

(KCSE) examinations for the English language. 

Syllabus – A summary of topics covered during an academic course for every subject. 

Curriculum - A set of courses, coursework, and their content offered at a learning 

institution. 

Youth – Persons between the ages of 18 and 30 years. This is the age bracket that, 

according to the Kenya National Youth Policy, ‘takes into account the physical, 

psychological, cultural, social, biological, and political aspects and hence explains the 

Kenyan youth situation’ (Kenya National Youth Policy, 2006, 6). 

Orange Book – This is a book where the Kenya Institute of Curriculum Development 

lists extra reading materials which are approved for general reading by the students in 

schools.   

 

 

 

 

 

 

 

 

 

  



xi 

 

 

ACKNOWLEDGMENTS  

I am sincerely grateful for the input and guidance that I received from my Supervisor, 

Dr. John Branya. I’m thankful to my classmate, Paschal Manyuru, with whom we 

travelled this journey. I’m also thankful to the Strathmore University’s School of 

Humanities for making it possible for me to study MAPE, a lifetime chance for which 

I’ll be forever grateful. Thank you very much. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  



xii 

 

 

DEDICATION 

I dedicate this dissertation to my wife, Verah Omwocha: my parents; Caren Awino 

and Dishon Ochieng; and my siblings, Waldegard Otieno, Lilian Adhiambo, Mourice 

Okoth, Jack Collins and Faith Atieno. 

Thank you very much.  

 

 

 

 

 

 

 

 

 

 



1 

 

CHAPTER ONE 

INTRODUCTION 

This chapter provides the background to the study. It also gives an overview of the set 

book selection process, the general objective of the study, problem statement, research 

objectives, research questions, the scope of the study, limitations of the study, 

significance of the study and ends with the definition of critical terms. 

1.0 Background to the study 

One of the fundamental requirements of any educational system is to provide relevant 

and appropriate reading materials and other instructional materials for sound education 

of learners. The reading materials provide a basis upon which the benefits of an 

education system are derived. Depending on the nature of reading materials presented, 

a specific ideology is inculcated in the learners. Different countries have different 

philosophies from which their education system borrows.    

In Kenya, the Ministry of Education provides a framework of needs assessment, policy 

formulation, curriculum design, syllabus development and approval, and development 

of curriculum support materials (Regina, 2012). The Textbook Policy provides the 

modalities of the preparation, presentation and the quality control involved in the 

process of set book selection. Different stakeholders are engaged at different levels to 

provide the support and necessary expertise required to implement the Textbook 

Policy. The book Publishers provide the relevant reading materials under the 

supervision of the Government through the Ministry of Education, Science and 

Technology (MoEST) and Kenya Institute of Curriculum Development (KICD).  

In Secondary Schools, learners study different pre-selected set books, which are 

examinable in form three and form four, in preparation for the final National 

Examinations at the end of the four years in secondary school. The study of set books 

is essential for the learners to pass the English examinations because questions based 

on Set books hold a cumulative 50% of the total marks that a learner can score in the 

final English examination. 

The set books are in two categories. The first category is the compulsory set book, 

which is studied and analysed by all learners across the country. This category is the 

 



2 

 

focus of this study. The second category comprises the optional set books. The 

Ministry of Education recommends a list which, different schools, may choose the 

specific books to study from the recommended list. The teaching of the compulsory 

set books has a particular emphasis on methods and delivery. The learners interrogate 

the contents for more than two years. Other teaching aids such as performance of the 

set books in theatres and use of teachers' guides make the contents of the books 

available to the learners. Some schools organize learners' contests to aid the learners' 

understanding of the set books. These forms aid the government's efforts in shaping 

the learners following the National goals of Education as stipulated by the Ministry of 

Education. The Compulsory set books, therefore, become very influential in the lives 

of the learners. Most learners confess to having been greatly influenced by the books 

way after they transition from secondary school. Similarly, set books play a vital role 

in the leaners' development of language, their personal development and subsequently, 

their formation as Kenyan citizens. 

1.1 The Set Book Selection Process  

This section evaluates the process of selection of set books. The understanding of this 

process is essential in appreciating the process leading to the selection of the set books. 

The office of the Independent Administrator does the set book selection process every 

four years under the guidance of the Director of Kenya Institute of Curriculum 

Development. Between 2003 and 2018, the following set books have were selected to 

be used for secondary schools:  A man of the People by Chinua Achebe, Coming to 

Birth by Majorie Oludhe Macgoye, The River Between by Ngugi wa Thiong’o, The 

River and the Source by Margaret Ogola and Blossoms of the Savannah by H.R. Ole 

Kulet.  

The selection process begins by the Ministry of Education setting priority areas 

through the curriculum guide to the publishers. The publishers, then, interpret and 

publish books and other instructional materials such as teachers' guides according to 

the Curriculum Guide. The books, intended to be used as Set books, are after that 

submitted to the Kenya Institute of Curriculum Development for evaluation on their 

suitability and selection. The KICD sets aside a committee composed of different 

practitioners; such as teachers, curriculum developers and other professionals to read 



3 

 

and evaluate the submitted books for consideration as set books. After this, one novel 

is chosen as a Compulsory English Set book. An additional play, an anthology of short 

stories and a collection of poetry book are selected as optional set books. 

The Compulsory English Set text is chosen in a competitive process and evaluated 

against different benchmarks set by KICD. The evaluation committee may 

recommend changes to the publisher of a specific book to make it suitable for use by 

secondary school learners. The approved book is sometimes branded, "School 

Edition" to denote its suitability for consumption in schools. This research focuses on 

the compulsory set books which have been approved and used in schools. 

In 2003, ‘Parent’s Caucus’, a group operating under the wing of the Catholic Church, 

claimed that some excerpts of Chinua Achebe’s “A man of the People” contained 

sexually explicit and pornographic material. The group collected 2,000 signatures and 

presented to the Ministry of Education in a protest note entitled, “Help Kick 

Pornography out of the Classroom”. Some literary critics argued that the content 

reflects happenings in the society and that the book was to be used in non-religious 

sponsored schools as well. Is it then possible that the contents of the set books do not 

necessarily matter since the author “is not telling his readers to behave like the 

characters but wants them to learn from the book?” (Regina, 2012) 

Philosophers’ views of the place of literature in society 

Different philosophers consider literature as an essential aspect of society through 

which proper education of the members of a society can be advanced. The contents 

contained therein literature guide the different view that society holds dear (Dimmock 

et al., 2017) 

Aristotle considers literature to be significant to society. Any literature material has a 

fundamental duty of passing on moral virtue to the target audience (Dimmock et al., 

2017). Aristotle believes that literature enhances teaching because the information is 

portrayed objectively to convey the right meaning, without necessarily stimulating 

negative feelings among the readers. Both Plato and Aristotle perceive that literature 

has lasting emotional stimulatory effects on the individuals and society (Dimmock et 

al., 2017).   



4 

 

Plato is very critical of literature as inspiring undesirable emotions in society and 

“should be censored from adults and especially young people for fear of lasting 

detrimental consequences” (Dimmock et al., 2017) 

Plato further argues, “children cannot know what emotions should be tempered and 

which should be expressed as certain expressed emotions can have lasting 

consequences later in life" (Dimmock et al., 2017). Through this classification, Plato 

determines the degree of literature which young people and adults should be exposed 

to. Plato posits that "Strong emotions of every kind must be avoided, in fear of them 

spiralling out of control and creating irreparable damage" (Dimmock et al., 2017). 

Therefore, literary stimulatory effects have a lasting consequence on minds, especially 

those of young people. Such effects influence the behaviour of young people. Plato 

believes that although literature has positive impacts on morality, it has more negative 

effects on moral values and virtues in the society if the content is not carefully guarded 

by those who understand the principle of 'Common Good'   

Both Aristotle and Plato agree that literature affects society. The effect could result 

from either active reading or passive observation of the end of characters in a story. 

Set books are, therefore, not innocent carriers of information, as the critics argued in 

the objection to the content in Chinua Achebe's A Man of the People. The researcher's 

arguments are consistent with those of Aristotle that literature has a significant impact 

on the readers. The compulsory English set book, therefore, presents a great chance in 

positively influencing society. The moral analysis before the selection of the book is, 

therefore, key on the broader picture. 

1.2 General Objective 

This research aims to evaluate the controversial and positive values contained in the 

compulsory English set books used in Kenya between 2003 and 2018 using the six 

social principles. 

1.3 Problem Statement 

This research study investigates the positive and controversial values contained in 

compulsory English set books used in secondary schools in Kenya between 2003 and 



5 

 

2018  and whether they are in line with National Values enshrined in the Constitution 

of Kenya, 2010.  

1.4 Research Objectives 

The objectives of the research study are as follows: 

1. To investigate the controversial values contained in the Compulsory English 

Set Books used in Kenya between 2003 and 2018. 

2. To investigate the positive values contained in the Compulsory English set 

books used in Kenya between 2003 and 2018. 

3. To compare the values contained in the Compulsory English Set books to the 

national values enshrined in the Constitution of Kenya, 2010. 

1.5 Specific Objectives  

1. What are the controversial values contained in the Compulsory English set 

books used in Kenya between 2003 and 2018? 

2. What are the positive values contained in the Compulsory English set 

books used in Kenya between 2003 and 2018?  

3. How do the values contained in the Compulsory English Set books are in 

line with the national values enshrined in the Constitution of Kenya, 2010? 

 

1.6 Scope of the study 

This study evaluates the positive and controversial values contained in the 

Compulsory English set books used in Kenya between 2003 and 2018. The study also 

compares the values against and national values enshrined in the Constitution of 

Kenya, 2010.  

The year 2003 is the baseline of this research because English and Literature, 

previously taught and examined independently, were integrated to be taught as one 

subject known as English Literature in the same year. The year 2018 is used since it 

marks the last selection of the set books by the time of this research.  



6 

 

Five books used within this period as compulsory English set books are the focus of 

this research. The study does not evaluate the optional set books, i.e. plays and short 

story anthologies. 

1.7 Limitations of the study 

This study is carried out for the partial fulfilment of the Masters of Applied Philosophy 

and Ethics. This presents a limitation of time under which the research is carried out 

since the researcher is unable to carry out the research exhaustively over a long period.  

The tools of analysis of this study are restricted to content analysis. This tool does not 

give a chance for the researcher to collect data from teachers or learners who used the 

compulsory English set books. The analysis also leaves out curriculum experts from 

the Ministry of Education, which selects the set books used. Therefore, the tool misses 

on the data that may have been useful in gathering more information on why these 

books were selected.  

The accessibility of the compulsory Set books presents a limitation to the research. 

Some of the editions of the books used – the schools' editions – are not readily 

available in libraries and bookshops. 

1.8 Significance of the study 

The study brings to the fore some of the positive and controversial values which are 

contained in the compulsory English set books. The researcher will share the findings 

from the research with the book publishers to subsequently guide them on the 

sensitivity of the values that the books contain. The comparison of the values in the 

set books with the National values enshrined in the constitution of Kenya 2010, will 

inform the Ministry of Education the extent to which the set books aid help in 

achieving the National Values. The study is significant to the policymakers like KICD 

who could use the findings of the study as a yardstick in subsequent selections of the 

compulsory set books.  

1.9 Justification of the study 

Literacy is one of the critical drivers of civilization. Reading influences a person in a 

way that permanently changes their view of the world. In Kenya, the study of 



7 

 

compulsory English set books is mandatory to all the learners in their last two years 

of secondary education. The books are examined in the National examinations as part 

of the English Literature Paper 3 and test comprehension.  The English Paper 2 tests 

the learners’ critical as well as intensive-interpretative reading skills.   

The reading and comprehension of the compulsory set books are, therefore, 

characterized by serious discussions and analysis. 

The researcher did not find any research looking into the analysis of the positive and 

controversial values contained in the compulsory set books in Kenya. Therefore, this 

research is justified, considering that it offers an insight into the positive and 

controversial values contained in the compulsory set books studied in Kenya between 

2003 and 2018.  

Comparison of the values contained in the Compulsory English Set books to the six 

social principles and national values enshrined in the Constitution of Kenya, 2010 

helps the government to determine the impact of the compulsory set books towards 

the achievement of the national goals of education. 

 

  



8 

 

CHAPTER TWO 

LITERATURE REVIEW 

2.0 Introduction  

The purpose of this chapter is to review relevant literature on the evaluation of 

controversial and positive values contained in the compulsory English set books used 

in Kenya. The review focuses on four areas: the role of literature in influencing the 

behaviour of learners; the effects of the Compulsory English set book; evaluation of 

previous research on the ethical components of set books; and emphasis on the need 

to have a clear ethical background in the set books.  

2.1 Empirical Review  

The colonial government introduced the use of set books for secondary schools in 

Kenya before to inculcate an appreciation of literature and transmit British culture. 

After Kenya gained independence in 1963, the government declared English the 

official language in Kenya and Kiswahili the national Language (Eshiwani, 1990). The 

government invested heavily in the languages to promote people’s appreciation of the 

two languages. The Ministry of Education adopted set books for use in schools in the 

two languages, which were emphasised with the hope of promoting their appreciation. 

At the time, multi-national companies such as Heinemann and Oxford University 

Press predominantly occupied the publishing market in Kenya (Eshiwani, 1990). The 

local publishing scene developed slowly with the establishment of the Kenya 

Literature Bureau (KLB) and The Jomo Kenyatta Foundation (JKF) to provide reading 

materials for both primary and secondary schools. The government opened the 

publishing scene in 1978 through a Textbook Policy. In 1998, the government 

launched a new policy. The implementation of the policy resulted in many local 

companies setting up to provide books to the growing school market in East Africa 

(Eshiwani, 1990). The main aim of the policy was to transform a large 

government-r un publishing system by liberalising the textbook market 

through private sector participation (Rotich, 2000).  

 



9 

 

Critical in the evaluation criteria of the selection of the Compulsory English Set book 

is its alignment with the Guiding Principles of Education whose primary goal is to 

promote national values and principles pronounced in the Constitution, the Public 

Service Values and Principles Act, 2015, and relevant international instruments and 

applicable provisions of law (Sessional Paper, 2018 p. 23). The National Goals of 

Education in Kenya are as follows: 

i. Foster nationalism, patriotism and promote national unity. 

ii. Promote the socio-economic, technological and industrial skills for the 

country’s development. 

iii. Promote individual development and self-fulfilment. 

iv. Provide sound moral values and religious values. 

v. Promote social equality and responsibility.  

vi. Promote respect for and development of Kenya’s rich and varied 

cultures.  

vii. Promote international consciousness and foster positive attitudes 

toward other nations.  

viii. Promote positive attitudes towards good health and environmental 

protection.  

Besides the overall objectives of Education at all levels, one of the specific objectives 

of Secondary School Education is to develop the learners mentally, socially, morally, 

physically and spiritually. The goal to develop learners morally appears in both the 

Principles of General Education in Kenya and individually as an objective of 

Secondary Education (Eshiwani, 1990).   

Education aims to inculcate values in the learners. Alex and Scott, however, reveal a 

worrying trend on the youth in 2016. Awiti et al (2016) reveal that 50% of youth in 

Kenya do not care what means one uses to make money as long as they do not end up 

in jail. 30% exuded the belief that corruption is profitable, while 35% of the youth 

surveyed showed readiness to give or receive a bribe. Only 40% of those polled 

strongly believed that it was essential to pay taxes. The research also showed the 

readiness of the youth to compromise their integrity based on faith to justify their 

deeds (Awiti et al., 2016). The disconnect between both the Principles of Education in 

Kenya and the specific objectives of Secondary Education and the outcome as 



10 

 

expressed by the youth provides a strong need for this research to establish the positive 

and controversial values that are contained in the Compulsory English Set books used 

in Kenya between 2003 and 2018.  

 

2.1.1 The Integration of English and Literature  

The integrated curriculum in Kenya was influenced by the progressive education 

movement of the 1930s. It was viewed as a move that put an end to the memorization 

and recitation of isolated facts to a more constructivist method of learning, which 

values in-depth knowledge of subjects, hence the expectation that values would be 

integrated into the curriculum. The integration ensured more thoughtful learning and 

grasp of knowledge (Perkins, 1991). The integration of the English curriculum was 

executed alongside the implementation of the 8-4-4 system of education in 1985. The 

first set books used under the integrated system were rolled out in 2003. The Kenya 

Institute of Education (KIE, 2002) (now Kenya Institute of Curriculum Development) 

defines integration as merging two autonomous but related entities so as for them to 

enrich each other. KIE further explains that through exposure to literature, learners 

improve their language skills. The improved knowledge of language enhances the 

learners' appreciation of literally material (KIE, 2002). The overall aim of the 

secondary school English curriculum is to increase competence in listening, speaking, 

reading and writing in English (KIE, 2004). Literature in English has five components; 

drama, novel, oral literature, poetry and short story (KNEC, 1999). The nine 

components in the English language (including composition, comprehension, 

summary writing and grammar) are examined at the Kenya Certificate of Secondary 

Education (KCSE) level (KNEC, 1999). 

 

2.1.2 Are books transmitters of values to learners? 

Throughout history, moral values have been taught through literature. Before the 

invention of the printing press, moral values were taught through forms of oral 

literature including; folktales, oral narratives, poems, songs and theatre. Different 

regions across the world have different stories that have been told through generations. 

India or instance has the ancient Panchatantra animal fables believed to date as far 

back as 200 BC. In China, the earliest children books – with illustrations – were printed 



11 

 

on wooden blocks. Such fables as Aesop’s fables, Ali Baba and the Forty Thieves and 

Panchatantra which sought to inculcate moral values have not only been popular 

among children but with adults as well. 

Different religions have also used stories to teach moral values to children. Puritans, 

who were concerned about purifying the church of England, developed spiritual books 

for their children. The most famous work of the time was John Bunyan's 'The Pilgrim 

Progress’ (1678).  

Before the mid-19th century in Europe, children's stories consisted mainly of moral 

instruction and realistic perspectives of the world. They were meant to teach sound 

and letters as well as the moral and spiritual life of the children. Such texts included; 

Foxe's Book of Martyrs and The Pilgrim's Progress. During the 1850s, creative fairy 

tales emerged that retained the moralistic angle but were also abundant in imagination. 

They included; The Rose and the Ring by William Makepeace Thackeray and The 

Water-babies by Charles Kingsley. 

Through stories, one goes out of themselves and understands the circumstances of 

someone else. This process of learning is indirect and impactful since it does not make 

the learner rebel or oppose the direct attack. For a long time, religious books such as 

the Holy Bible and the Koran have been the guiding path towards enlightenment. 

Other parts of the world, as illustrated above, have used literature directly to teach 

moral values. The method used is didactic, and the purpose is to transmit moral 

knowledge. The old tales of Panchatantra's and fables are inseparable from the life and 

thought of that age (Ijsell, 2014). 

What are Values? Different societies lay different guidelines upon which they judge 

and determine what they highly esteem in line with their belief system. What one 

society terms moral or immoral may not directly co-relate with another society’s 

definition of the same; hence the difficulty in defining the term ‘values’.  

Different philosophers have also showcased a different understanding of values. In 

Socrates' examination of life, values are those that he had devoted most of his life and 

for which he was willing to die (Aristotle, 1976). Aristotle related values to virtues, 

which are formed through habit. “Values are the science of conduct.” (Aristotle, 1976). 

With this understanding, values can be defined as the systematic inquiry into a man's 



12 

 

moral behaviour to discover the rules that ought to govern human actions and the good 

that is worth seeking in human life.  

Books are image forming and sources of information on social norms. They shape 

attitudes and the teaching content (Crabbe et al. 1985 in Obura 1991). Additionally, 

Njoroge (1978) argues that literature is a powerful tool of influence and an object used 

to form lasting images to both children and adults. Learners are exposed to set books 

for two years in secondary school and since it is demanded of them that they read the 

set books more than once and understand them, the subjects presented in the books, 

therefore, influence and shape their thoughts. Set books present models of people that 

the learners emulate even after the completion of their studies (Obura, 1991). 

Learners’ exposure to set books through the years of schooling serves as a powerful 

tool of socializing young people into the dominant ideologies and behaviours 

portrayed in the book – behaviours – which they carry into adult life (Medway, 1987; 

Gathu, 1997; Leach, 2003).  

Set books have an authoritative pedagogic version in an area which influences the 

teacher's content and the knowledge passed down through the evaluation of characters. 

Therefore, as part of the curriculum, set books might transform, strengthen or diminish 

the developed and developing relations both in the classroom and in society (Kereszty, 

2009). In addition to this, Gathu (1997) notes that a school attending youth presents 

an ideal captive audience who are exposed to the ideals portrayed in the set books, 

which ultimately exposes them to common culture, ideology and a standard set of 

values and norms. 

(Dimmock et al., 2017) States that literature has a vital role in learning. Literature 

helps to define the meaning of life and basic life principles depending on the portrayal 

of the characters. Tomlinson and Ellis (1980) underscore the fact that literature has a 

significant role in shaping people's attitude towards life. The study of literature 

provides the learners with a multiplicity of experiences, ideologies and attitudes 

towards societal issues. Therefore, literature is an invaluable tool for inculcating 

morality in learners through the proper portrayal of positive values from which the 

learners can borrow. The selection of set books, therefore, should be alive to the fact 

that there is much influence –both positive and negative – resulting from the process 

hence investigation of any ethical considerations. 



13 

 

The transmission of positive or controversial values through literature can be subtle, 

and therefore, learners may not outright point out the influence the set books have on 

them. The digital era has brought with it role models and adoration of characters 

(Regina, 2012). The educators are focusing more on the educative power of literature 

and its power to increase the cultural awareness of a people. The growth of a relativist 

society has brought with it less emphasis on absolute values and an increased focus on 

exploiting the educative nature of literature (Regina, 2012).  

 

2.1.3 Positive values contained in the Compulsory English set books used in 

Kenya between 2003 and 2018? 

Some set books were so impactful in the effect they had on the learners that they 

shaped the career paths of some learners (Regina, 2012). The learners who read the 

set books and admired some characters in the set books ended up picking careers of 

the characters they admired (Regina, 2012). The effect of set books is also exhibited 

in the adoption of nicknames. The learners have a general tendency of likening the 

characters of the books to persons, therefore showing the potency of the books to 

influence the behaviour of the learners and the ability for the applicability of the 

information in the immediate environment (Regina, 2012).  

Literature plays a key role in shaping and cultivating our beliefs; cultural practises 

aesthetics and moral sense. The concept of growth and moral thinking is, therefore, 

greatly enhanced by literature since it introduces one to the reality of the world through 

presentations of characters and the stylistic devices used. The approach of using 

literature to teach moral values from the age of the adolescent where an individual can 

adopt fairness, justice, equity and human dignity along with other values such as social 

justice is encouraged in the curriculum design (KICD, 2013). Literature makes us 

more human as it can be seen as a form of dialogue with itself even in cases where the 

moral philosophy is subtle and is not in any way involved in direct inculcation of 

values. Literature, therefore, presents us with ways through which we can live more 

than one life and through it, embrace foreign cultures and get immersed in the way of 

life of other persons. Literature also uses different styles to present complex issues in 

a manner that a reader of a specific age group can relate to. The role of Literature in 

moral education is, therefore, prominent and non-negotiable. 



14 

 

Plato weighs in on this and justifies as to why there should be guardians who watch 

over the nature of content that young people consume. To this end, he suggests, ' …it 

is then that the poets that we must supervise and compel to embody in their poems the 

semblance of the right character or else not write poetry among us, or must we keep 

watch over the other craftsmen, and forbid them to represent the evil disposition, the 

licentious, the illiberal, the graceless, either in the likeness of living creatures or in 

buildings or any other product of their art, on penalty, if unable to obey, of being 

forbidden to practise their art among us, that our guardian may not be bred among the 

symbols of evil. (Plat. Rep.3.401b). Plato, therefore, looks at the responsibility or 

regulating the content consumed as one which is a preserve of the guardians. 

Therefore, the process of selection of the Compulsory English Text holds the key to 

the nature of outcome regarding the positive or controversial values that it imparts on 

the learners. 

2.1.4 Controversial values contained in the compulsory English set books used in 

secondary schools? 

 

The Selection of A Man of the People by Chinua Achebe as a Compulsory English Set 

book in the KCSE syllabus in 2003 led to countrywide protests from the Roman 

Catholic Group, Parents’ Caucus, led by the Catholic Justice and Peace Commission. 

The group claimed that the book contained pornographic and sexually explicit content. 

This call by the Catholic lobby group was not unique. In the world over, books have 

been occasionally banned from public consumption owing to the nature of their 

content.  

Set books have also been accused of being gender insensitive hence leading to a 

skewed portrayal of society; a society, which does not view a human being as a free 

person but as a product of their gender. In 1984, Kenya ratified the Convention of 

Elimination of all Forms of Discrimination against Women (CEDAW). The 

Convention resolved, among other issues, that "any stereotyping concept of the roles 

of men and women at all levels and in all forms should be eliminated, in particular, by 

revision of set books and other school textbooks with retrogressive portrayal" (UN, 

1979). The issue of equality, as addressed in the set books brought to the fore the need 



15 

 

to re-look the set book selection and how the portrayal of specific characters affects 

the society. 

Kenya is a signatory to Sustainable Development Goals (SDGs) whose goal number 

four on education stipulates that countries should eliminate gender disparities in 

primary and secondary schools by 2030. Kenya has also developed its own Vision 

2030, a long-term development blueprint for the country that is aimed at achieving the 

status of a "globally competitive and prosperous country with a high quality of life by 

2030". Through the social pillar, the Vision aims to create a just, cohesive and 

equitable society (Ministry of Planning and Development, 2005). In response to the 

vision under the social pillar, the Ministry of Education created a system focusing on 

the promotion of emerging issues, which included gender responsiveness in the set 

books. The school system is one of the effective avenues to sensitize people about 

gender issues. In Kenya, literature is integrated with the English language, which is 

the core language of instruction of other subjects save for Kiswahili and Mother 

tongue. The main goal of English Literature subject is to enable learners to appreciate 

literary materials and to foster understanding among people. Literature has a huge role 

in educating society and acting as a source of entertainment. Although some authors 

often claim no practical purpose for their works, all literature constitutes an attempt to 

persuasively convey specific values and ideas (Farjardo & Acosta, 2001). This, 

therefore, means that the consumers of literature will be affected both aesthetically 

and cognitively. 

From the preceding issues of gender insensitivity claims and presence of sexually 

explicit contents in A man of the people by Chinua Achebe, it is safe to assume that 

there are controversial values contained in the set books which this research intends to 

bring out.  

 

  

  



16 

 

2.2 Theoretical Framework 

The three main ethical theories are deontological theory, teleological theory and virtue 

ethics theory.    

The deontological theory places particular emphasis on the relationship between duty 

and morality of human actions. Deontology is derived from the Greek words, deon, 

meaning duty and logos, which means the science or study of (Alexander et al., 2016). 

Deontology falls within the realm of ethical theories that provide guidance and 

assessment of our choices of what we ought to do (deontic theories), in contrast to 

providing an assessment of what kind of a person we are or should be in terms of 

character traits (Alexander et al., 2016). Here, an action is considered morally right 

because of some characteristics of the action itself, not because the product of the 

action is right (Kant et al., 1788).   

Deontology holds that at least some acts are morally obligatory regardless of their 

consequences on human welfare (Alexander et al., 2016). The deontological theory 

was best exhibited by Immanuel Kant, the 18th Century Philosopher who held that 

nothing is good without qualification except goodwill, and goodwill is one that wills 

to act in accord with the moral law and out of respect for the law rather than natural 

inclination (Kant et al., 1788).   

Teleological theory, on the other hand, is concerned with the end of actions and their 

goodness or badness (Aristotle, 1976). The teleological theory is consequentialist 

ethics or consequentialism, which holds that the basic standard of morality is precisely 

the value of what an action brings into being. Historically, Socrates is considered the 

founder of the teleological thought though the idea was well developed and refined by 

Aristotle in his later works, especially the Nicomachean Ethics. Without drawing the 

boundaries, most people today believe that there are some actions which are "right" 

and others which are "wrong" and the primary duty of each of us is to avoid the wrong 

notions and do the right ones (Becker & Becker, 2001).   

 Virtue Ethics, unlike the other two, emphasizes on the role of character development 

and virtue in the moral philosophy rather than doing one's duty or acting in order to 

bring about functional consequences (De Torre, 1980). Aristotle states that for one to 

be happy, they have to be virtuous (Aristotle, 1976). Virtue, Aristotle insists, is the 



17 

 

first ingredient of happiness. Every action is intended towards some good (Aristotle, 

1976). Therefore, the correlation between the acts of the learners and ethical values of 

their nurturing is co-related. The external manifestations through the actions are but a 

representation of an intrinsic ‘software’, which the learners are accustomed to. De 

Torre (1980), following Aristotle, insists that human actions are the factors upon 

which a complete person is built. The implication in this is that the “essence of being” 

of man – learners, in this case, is embedded in the potency hence the possibility of its 

actuality through involvement in some activities like reading. Therefore, created 

beings perfect themselves through their actions of rational nature (De Torre, 1980). 

The nature of contents that the learners read therefore is vital because reading is one 

of such actions, through which human beings can perfect their nature. The learners 

perfect themselves through reading and immersing themselves in books. Virtue ethics 

is the basis for the six social principles. The connection of the virtue ethics and six 

social principles is the emphasis on the freedom of the individual in character building. 

As Pope John Paul II observes, "the good of the individual (cannot) be realized without 

reference to his free choice, to the unique and exclusive responsibility which he 

exercises in the face of good or evil." (John Paul Pope, 2004).    

The constitution of Kenya is used in this case because it is the most superior law in 

Kenya, upon which all other laws are anchored. It aims to inform the relationships 

among the Kenyan society. To contrast its values with ethical principles, we use the 

six Social Ethical Principles. 

The six social, ethical principles are the application of virtue ethics to the organization 

of ethical societies, being it the family, companies or a nation. The virtue ethics focus 

on the development of the character of a person concerning their wellbeing in society. 

The Six Social Principles are based on the human person. Therefore, the basis of this 

research is on the Virtues ethics using the Six Social Principles have been chosen as 

the yardstick for the analysis of the positive values and controversial values that are 

contained in the compulsory English set books used in Kenya. The findings will be 

compared to the provisions of the National Values in the constitution of Kenya, 2010.  

These values can be summarised within the six Social Principles. The will the guide 

to analysing the positive and controversial values contained in the compulsory English 

set books used in Kenya. The six social principles are explained as follows.   



18 

 

 2.3.1 Primacy of the Human Person 

The human person is body and soul. A person possesses intelligence and will which 

endow him with the freedom to choose his actions and, therefore, to become the author 

of his destiny. Any society or system must recognize this intrinsic nature of man. On 

the Primacy of the Human Person, Pope Benedict writes, "As one created in the image 

of God, each human being has the dignity of a person; he or she is not just something 

but someone, free, self-giving and entering into communion with others" (Benedict 

XVI 2006c, no.2). The Constitution of Kenya, Chapter One, bequeaths sovereignty to 

the people of Kenya. Article 28, Chapter Four, on Human dignity highlights the 

Primacy of the Human Person (The Constitution of Kenya, 2010) 

2.3.2 Principle of Common Good 

The purpose of any society is to ensure the development of every individual, person 

or nation (Catholic Social Guild, 1940). A person is a creative unity of independence 

and freedom (Catholic Social Guild, 1940). The common good of society is their 

communion in a good life. Common Good of society does not imply a collection of 

private goods nor a good belonging to a whole society from which it draws parts. The 

common good is the good human life of the multitude, of the multitude of persons; it 

is their communion in the good life; it is, therefore, common to the whole and to the 

part, on whom it flows back and who must benefit from it. Different aspects of 

Common good include; redistribution, which implies the need to redistribute the good 

of society among the members of society. Secondly, respect to the person in authority, 

which implies the need to recognize and entrust a group to leadership and protection 

of Common good. Finally, it implies intrinsic morality, which is not just a set of 

advantages and conveniences but primarily integrity of life, the good and righteous 

human life of the multitude (Catholic Social Guild, 1940).  

Chapter Four of the Constitution of Kenya on Bill of Rights gives the boundaries in 

the form of rights and responsibilities of each person for the enhancement of Common 

Good and the growth of each individual (The Constitution of Kenya, 2010). 



19 

 

2.3.3 Principle of Solidarity  

Each person and member of society or nation should feel the need to contribute to 

those in need within the society. Solidarity refers to the virtue of enabling the human 

family to share the treasure of the material and spiritual goods (Catholic Social Guild, 

1940) fully. Pope John Paul II wrote that Solidarity is not "a feeling of vague 

compassion or shallow distress at the misfortune of others. It is a firm and persevering 

determination to commit oneself to Common Good." This, by extension, refers to 

individual and collective initiatives to make social, political and economic structures 

more just and fraternal (John Paul II, 1987, no.38). 

The Constitution of Kenya, Chapter Three, provides for the bounds of citizenship. This 

provides for a chance for Solidarity among the citizens of Kenya (The Constitution of 

Kenya, 2010). 

2.3.4 Principle of Subsidiarity  

This is a diversity of social groupings and structures, which embody positive liberties. 

It is injustice, a grave evil and a disturbance of the right order for a larger and higher 

organization to arrogate to itself functions, which can be performed efficiently by 

smaller and lower bodies. This is the coordination of society's activities in a way that 

supports the inner life of the local communities (Catholic Social Guild, 1940). This 

principle lies at the heart of a stable social order by fostering the personal 

responsibility that naturally accompanies individual liberty-ensuring that personal 

interest is not placed in opposition to societal interests –and by seeking to bring 

individual desires and the demands of Common Good into a fruitful harmony 

(Catholic Social Guild, 1940). 

Chapter One of the Constitution provides for the sovereignty of the people and the 

relationship between different structures at different levels, therefore enhancing 

Subsidiarity (The Constitution of Kenya, 2010). 

2.3.5 Principle of Participation  

Every member of society has to participate in the promotion of Common Good and 

the right to be consulted in the decisions that affect him/her (Catholic Social Guild, 



20 

 

1940). Chapter Seven of the Constitution gives guidance on the representation of the 

people and their participation in the governance through the election of representation 

(The Constitution of Kenya, 2010). 

2.3.6 Universal destiny of the goods of the earth 

Distribution of the goods of the earth is for the benefit of all humankind. This involves 

sustainability and cares for God's creation by having a sense of others (Catholic Social 

Guild, 1940). Chapter Five of the Constitution provides guidelines on the use of Land 

and Environment for the benefit and optimal use for all (The Constitution of Kenya, 

2010). 

 

The Six Social Principles relate to the Provisions of the Constitution of Kenya as 

follows:  

Table 2. 1: The Six Social Principles in relation to Provisions of the Constitution of 

Kenya 

Social Principle National Values enshrined in the 

Constitution of Kenya, 2010  

1. The primacy of the Human 

person 

Chapter One-Sovereignty of the People 

of Kenya and Supremacy of the 

Constitution 

Article 1: All sovereign power belongs 

to the people of Kenya and shall be 

exercised only following the 

constitution.  

 

This chapter provides details regarding 

respect of human dignity of the human 

person.  

 



21 

 

Chapter Four-The Bill of Rights-The 

purpose of recognising and protecting 

human rights and fundamental freedoms 

is to preserve the dignity of individuals 

and communities and to promote social 

justice and the realisation of the potential 

of all human beings.  

Article 28: Human Dignity-Every 

person has inherent dignity and the right 

to have that dignity respected and 

protected.  

 

This chapter and the Article highlighted 

provides further guidance on the dignity 

of the human person.  

2. Principle of Common Good Chapter Four –The Bill of Rights  

Part 1- General Provisions Relating to 

the Bill of Rights.  

Part II-Rights and Fundamental 

Freedoms.  

Part III- Specific Applications of Rights. 

 

Article 10(2): National Value on 

National Unity.  

The article defines National Unity and 

explains the importance of enhancing it. 



22 

 

Article 10(2): National Value on Rule 

of Law.  

This value provides the precepts through 

which the Kenyan society is governed 

and the boundaries of the law that holds 

it together.    

Article 10(2): Patriotism-This article 

provides the need for every citizen to be 

loyal to one’s country and work towards 

its good.  

 

Principle of Solidarity  Chapter Three- Entitlements of 

Citizens 

Chapter Four – Bill of Rights  

 

The two Chapters of the constitution list 

the entitlements of every citizen of 

Kenya and the rights and responsibilities 

that accompany such entitlements. 

Principle of Subsidiarity  Chapter One: Sovereignty of the 

People 

(3) Sovereign power under this 

Constitution is delegated to the 

following state organs that will perform 

following this constitution, Parliament, 

National and County Executives, 

Judiciary. 



23 

 

This chapter provides basic guidelines 

for the relationship between different 

structures of government and the people. 

This principle, therefore, is expected to 

cascade down to the different 

governance structures 

Principle of Participation  Chapter Seven-Representation of the 

People.  

This chapter provides details of the 

electoral system and process and how 

the people participate in their 

governance as people. It also provides 

details of the legibility and the different 

forms of representation that the people 

are entitled to. 

Article 10(2): National Value on 

Democracy & Participation of the 

People.  

This article provides a framework of 

participation of the people in the 

governance of the country. 

 

The Universal destiny of the goods of the 

earth 

Chapter Five-Land and Environment  

Part I-Land  

Part II- Environment and Natural 

Resources.  



24 

 

This chapter gives guidance on the use 

of Natural Resources to ensure 

sustainability and benefits of all. 

 

These principles espoused in the constitution give the basis for the National Values of 

Kenya, which include (Kenya Law Reform Commission, 2012): 

(a) Patriotism, national unity, sharing and devolution of power, the rule of law, 

democracy, and participation of the people.  

(b) Human dignity, equality, social justice, inclusiveness, equality, human rights, 

non-discrimination and protection of the marginalized; 

(c) Good governance, integrity, transparency and accountability and  

(d) Sustainable development.  

 

Table 2. 2: Social Principles in relation to National Values 

Social Principle/Ethical Value  National Values 

The primacy of the Person Human, Dignity, The Rule of Law, 

Inclusiveness, Human Rights, Non-

discrimination and protection of the 

marginalized 

Common Good Patriotism, National Unity, Good 

Governance, Integrity, Transparency, 

Accountability 

Solidarity Equality. Social Justice 

Subsidiarity Sharing and Devolution of Power 

Participation Democracy, Participation of the People 

Common Destiny of the Goods of the 

Earth 

Sustainable Development 

 

2.4 Research Gaps  

The absence of qualitative research in the area of ethical analysis of compulsory set 

books provides a gap in which this study fills.  



25 

 

2.5 Conclusion  

This chapter on literature review confirms that there is a sufficient justification for this 

study. This is because the research determines positive values that are ‘present’ in the 

compulsory English set books used in secondary schools in Kenya. Secondly, the 

research determines the controversial values contained in the compulsory English set 

books used in Kenya. Finally, this research suggests the missing aspects of the values 

to be considered in the future selection of compulsory English set books used in 

Kenya. The next chapter covers the research methodology for this study.   



26 

 

CHAPTER THREE 

RESEARCH METHODOLOGY 

3.1 Introduction  

In this chapter, the methodology used to research the positive and controversial values 

found in compulsory set books in Kenya between 2003 and 2018 is discussed.  

3.2 Research Design  

This study that brings to the fore the positive and controversial values found in 

compulsory set books in Kenya examines the textual analysis of the five set-books 

studied within 2003 and 2018. The set books under analysis are A man of the People 

by Chinua Achebe, Coming to Birth by Majorie Oludhe Macgoye, The River Between 

by Ngugi wa Thiong’o, The River and the Source by Margaret Ogola and Blossoms of 

the Savannah by H.R. Ole Kulet.  

The content analysis does not require the collection of data from people. It involves 

the study of recorded information or information, which has been recorded in physical 

items (Krippendorff, 2004). 

There are various processes that a researcher can use to make clear and arrange data; 

elaborating categories in terms of their properties and dimensions, conceptualizing and 

reducing data and relating through propositional statements (Strauss and Corbin, 

1987). This research adopts a qualitative content analysis method as a means to 

analyse the data obtained through the content analysis of the compulsory English set 

books.  

According to Krippendorff (1980), six questions must be asked in every content 

analysis: 

i. What data are analysed? 

ii. How are they defined? 

iii. What is the population from which they are drawn? 

iv. What is the context relative to which the data are being analysed?  

v. What are the boundaries of the analysis? 



27 

 

vi. What is the target of the inferences? 

 

The researcher highlights both the positive and controversial quotations from the 

books in line with the Six Social Principles. The researcher also, comparatively, 

analyses the quotations and the moral values depicted against the six social principles 

and the national values depicted in the Constitution of Kenya, 2010. The study further 

analyses the use of words and phrases, their contexts and the presentation of facts in 

line with the six social principles or how they deviate from the six social principles. 

The set books are examined through the virtue ethics theory, upon which the six social 

principles are anchored.  

Content analysis is often used in the examination of trends and patterns in documents. 

In this case, the content analysis of the Compulsory English set books will be 

conducted to formulate the value basis on which the Compulsory Set Books are 

selected. 

The procedure to be followed is listed in the Framework charts below. 



28 

 

 

Figure 3. 1: Kimberly A. Neuendorf Framework Flow 1 

 



29 

 

 

 

 

Figure 3. 2: Kimberly A. Neuendorf Framework Flow 2 



30 

 

3.3 Sampling Procedure  

The sample selected is complete because it includes all set books from 2003 to 2018. 

The books include; A man of the People, Coming to Birth, The River Between, The 

River and the Source and Blossoms of the Savannah  

3.4 Data Collection techniques and analysis   

The common notion in qualitative research is that the analysis is merely doing the 

word count of specific phrases in a text. Using inferences becomes key in the analysis 

of data considering the following reasons. Synonyms may be used for stylistic reasons; 

hence the researcher may underestimate the concept addressed (Weber, 1990).  In 

performing word frequency, one must bear in mind that some words may have 

multiple meanings hence bringing different meanings to the author. 

Using word frequency counts to identify words of potential interest and then to use the 

Key Word in Context (KWIC) search to test for the frequency of the usage of the 

words. Most qualitative research software such as NUD*IST, Hyper RESEARCH 

allows the researcher to pull the whole sentence in which a word is mentioned for 

further analysis and proper inference to be made. There are many content-analysis 

computer programs that the researcher may opt to use in the analysis of the texts 

(Rosenberg, Schnurr, & Oxman, 1990). Two main approaches are using in the analysis 

of data. First, the emergent coding enables the primary analysis of data. The steps to 

follow are as follows (Hanley, Russell, Gulek, & Fierros, 1998). First, two people 

independently review the materials and come up with the set of features that form a 

checklist to be used for the whole text. The researchers then compare notes and 

reconcile any differences that show up on their initial checklists. Thirdly, the 

researchers use a consolidated checklist to apply to code independently. Finally, the 

researchers check the reliability of the coding. If the level of reliability is questionable, 

then the researchers repeat the process for more consistent results (Weber, 1990). 

Coding units are defined in different ways. The first and most common way is to define 

them physically in their natural or intuitive borders. Most phrases likely to be used in 

set books have natural boundaries, i.e. the books are 'school edition'. The use of some 

terms is therefore only restricted to this area. The second way is to define the recording 



31 

 

units syntactically, that is, to use the separations created by the author, sentences or 

the paragraph. A third approach is to define them using referential units. This means 

the way a unit is represented in a particular context. For example, a paper may refer to 

Kenya Certificate of Secondary Education as "KCSE" or "National exams". This is 

key when making inferences regarding attitudes, values or preferences. The fourth 

method of defining coding units is by using propositional units. Propositional units 

may be complex to use as it involves a high level of inference. For example, in a 

sentence that would read, "Investors took another hit as the stock market continued its 

descent,' it would be broken down to “The stock market has been performing poorly 

recently/ Investors have been losing money” (Krippendorff, 1980).  

Ideally, three types of units are employed in content analysis; sampling units, 

recording units and context units.  

1. Sampling units will vary depending on how the researcher makes meanings 

from words, sentences or paragraphs. In this instance, the researcher is 

keen on establishing the values embodied in the compulsory English set 

books.  

2. Context units need to be able to convey complete information 

independently or separately described. They may overlap or convey 

information, not directly inferred. Context units provide the limits on what 

kind of data one is trying to record. In this case, the context limits are the 

sentences. The context units can easily be a paragraph or an entire 

statement.   

3. Recording units involves coding the separate recording units of a sentence 

to allow for the analysis of each category as a unit (Krippendorff, 1980) 

3.5 Validity of the research  

Validity is the result and culmination of other empirical conceptions into laws, 

evidence, objectivity, truth actuality, deduction, reason and fact (Winter, 2000). 

Creswell & Miller (2000) suggest that validity is affected by the researcher’s 

perception of validity in the study and his/her choice of paradigm assumption. To 

cross-validate, the findings from content analysis, the evaluators of the selected 

compulsory English set books could be interviewed about the emphasis placed on the 



32 

 

values embodied in the set books.  Another way to validate the inferences would be to 

cross-check the teacher's guides to establish the train of thoughts of the publishers on 

the inferences made. A third option would be to evaluate the degree to which the 

learners are implementing the values mentioned in the set books. Shapiro & Markoff 

(1997) assert that content analysis itself is only valid and meaningful to the extent that 

the results are related to other measures.   

3.6 Reliability of the research  

Proper qualitative research helps to understand a situation that would otherwise be 

enigmatic or confusing (Eisner, 1991). In qualitative paradigms, the terms Credibility, 

Neutrality or Conformability, Consistency or Dependability and Applicability or 

Transferability are to be essential criteria for equality (Lincoln & Cuba, 1985). This 

research will be conducted with the primary objective of determining the ethical 

considerations taken during the selection of Compulsory English Set Book and the 

consistency of the same with the Principles and Values enshrined in the Constitution 

of Kenya, 2010. Weber (1990) notes: "To make valid inferences from the text, the 

classification procedure must be reliable in the sense of being consistent: Different 

people should code the same text in the same way” (p.12). Weber further notes that 

“reliability problems usually grow out of the ambiguity of the meaning of words, 

category of definitions, or other coding rules” (p.15). To avoid errors of this nature, 

one of the most critical steps in the content analysis involves developing a set of 

explicitly recording instructions. Reliability is discussed in the following terms: 

Stability-can, the same coder, gets the same results to try after try? Moreover, 

reproducibility- do coding schemes lead to the same text being coded in the same 

category by different people?  

3.7 Objectivity of the Research  

In research, objectivity is the assumption that the researcher is impartial and exists 

outside of the investigation carried out. In this research, the researcher aimed to remain 

impartial to the outcomes of the research and to make all possible attempts to operate 

in an unbiased environment as much as possible.  



33 

 

3.8 Ethical Considerations  

The researcher adhered to the European University Institute's Codes of Values in 

academic research of Honesty, Trust, Fairness, Respect, Responsibility, Legality and 

Communication (European University, 2013). The data obtained in this research was 

utilised for the study only.  Strathmore University will approve the dissertation 

proposal, and a certificate of ethical clearance obtained. If needed, the dissertation will 

also be approved by the NACOSTI before the researcher proceeds to the next stage. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



34 

 

CHAPTER FOUR 

RESEARCH FINDINGS  

4.1 Introduction  

This section presents the research findings resulting from the analysis of the 

compulsory English set books used in Kenya. The data is presented in a consistent 

tabular form for ease of analysis. 

4.2 Findings by book 

    4.2.1 Coming to Birth by Marjorie Oludhe Macgoye 

Coming to birth is a novel that portrays the life in Kenya immediately after 

independence in 1963. It is based on the life of different families struggling to eke a 

living in the “new dawn” couples with new opportunities and new challenges. The 

new opportunities are presented by the rise in the urban centres in Kenya and the rural 

urban migration that results. The migration exposes different people to different varied 

cultures. The integration results to numerous challenges which the author uses to 

expose the deep beliefs and values of society.  

Table 4. 1: Positive Quotations from Coming to Birth by Marjorie  

Quotation 

P
a
g
e 

Principle Explanation 

 “My name is Rachel 

Atieno. I live in the next 

house. I met Martin 

going to work and he 

said you had arrived, so 

I came to greet you.” 

7 Common good 

The author creates a society where 

people care for their neighbours 

and are generally concerned about 

the welfare of others. In this case, 

Paulina has just arrived in Nairobi 

from Kisumu and the neighbours 

come to greet her and welcome 

her to the neighbourhood. 



35 

 

“So are you Akelo?” 

asked Rachel, shaking 

hands as soon as she put 

her things down on the 

table. So we are going to 

be neighbours. Good.”   

7 Common Good 

Rachel is genuinely happy to have 

Paulina become her neighbour. 

Knowing that Paulina is not 

conversant with cooking using a 

stove, she prepares breakfast and 

brings it to her. She tells her many 

stories that soon prove helpful to 

Pauline when she loses her way. 

“Florence,” said 

mother, ‘greet the 

visitor and then go and 

make tea quickly. Use 

the primus, do not wait 

for the charcoal. This 

sister is sick and she 

will stay with us 

tonight. Peter, go and 

see if Brother Samuel 

Obura is in, now before 

it is quite dark. He 

works at printers and 

may be able to help.’  

15 Solidarity  

Susanna meets Paulina in a state 

of distress. Paulina has come from 

the hospital but cannot trace her 

house (since it is her first time in 

Nairobi). Susanna consoles her, 

provides her with a place to sleep 

and takes care of her until the next 

day when she directs Paulina to 

her house.  

It was a bad time to 

travel, that is all, and 

your people should have 

helped you on the way. 

But since it has 

happened, there will 

always be something to 

learn from it. And, of 

course, the hospital 

people should not have 

pushed you out without 

finding out where you 

live. 

15 Solidarity  

Susanna bemoans the fact that no 

special care was taken as Paulina 

was travelling, which resulted in 

her miscarriage. Susanna is also 

disappointed at the fact that the 

hospital could release her without 

finding out where she lives and 

whether she knows her way. All in 

all, she takes care of Paulina and 

helps her trace her way home.  

“Have you anything to 

eat?” 

“No. I do not need 

anything to eat, thank 

you.”  

“Or any medicine?” 

“No, I shall be alright” 

24 Solidarity  

Paulina is feeling sick and pain as 

a result of the physical abuse that 

Martin inflicts on her. Ahoya 

visits her and tries to persuade her 

to get something to eat and also 

get medicine. While Paulina 

refuses at first, Ahoya persists 

until she accepts food from her. 



36 

 

“Be sensible, child. 

Every wife who comes 

to Nairobi from the 

country has problems. 

Do not think it is the end 

of the world. Every 

young man has 

problems too.” 

Immediately, the house 

was filled with wailing 

and voices outside took 

up the lament till it 

spread beyond the home 

itself to the whole 

neighbourhood. People 

began to slash and twist 

branches form the trees 

and run up and down 

with them, singing and 

weeping.  

63 Solidarity  

The community joins the family 

of Paulina when her father dies. 

They volunteer and provide 

material assistance to ensure all 

the funeral needs are catered for.  

The customary gifts of 

meat for the new mother 

were simmering on a 

brazier in the outside 

kitchen. Simon had sent 

his deaf old aunt to the 

ward with an envelope 

containing a hundred 

shillings. Her brother 

had brought twenty 

shillings and a shawl for 

the baby.  

70 Solidarity 

When Paulina bears a baby, 

Simon and other community 

members show support to her 

starting from the financial 

assistance required to clear the 

hospital bill and the upkeep of the 

baby. The community stands with 

her in joy and solidarity. 

 

She burned with 

knowledge that her 

uncle had been fined for 

not digging a pit latrine 

even after the second 

cholera scare and that 

she had caught her own 

niece going through her 

handbag.  

95 Common Good 

During these days, digging and 

use of the pit latrines were not 

particularly common. However, to 

avoid the outbreak of cholera, it 

was decided that everyone should 

build a latrine for the benefit of 

community members. 



37 

 

Martin, of course, had 

gone home to vote, and 

the children had fallen 

asleep in spite of their 

eagerness to stay up 

late.  

99 Participation  

Martin takes his civic duty very 

seriously. He takes part in every 

election and attends different 

political forums and discussions to 

enable him to understand the 

different dynamics of the colonial 

and the local government. 

She felt almost like a 

manager of the house. 

She was getting the full 

Nairobi rate of four 

hundred shillings a 

month which, with free 

room and much of her 

food provided, made 

her feel affluent indeed. 

She did not have to wear 

a house servant’s 

uniform or be ordered in 

and out of the rooms. 

109 

Primacy of the 

human person 

 

      and 

 

Subsidiarity 

Mr. and Mrs. M treat Paulina with 

respect and dignity that almost 

shocks her. Most of the employers 

to house helps are generally 

demeaning and arrogant. Mr. and 

Mrs. M, however, pay her 

decently and entrusts work to her, 

respecting her freedom and her 

abilities.  

 

Mrs. M. and Paulina 

thought that a woman’s 

petition might secure 

not a pardon for 

Chelagat, that was a 

matter of law, but some 

mitigation of her 

silence. Even if it failed, 

women might become 

politically conscious by 

making the attempt.  

112 Participation  

 

A case is described where women 

have started taking part in the 

political process where they take 

part in lobbying for the change of 

some cases and enabling the 

participation of more women.  

 

  



38 

 

Table 4. 2: Controversial Quotations from Coming to Birth by Marjorie 

Quotation 

P
a
g
e 

Principle Explanation 

‘Slut! Whore! Is that 

what you came to 

Nairobi for?” 

“But they would not let 

me…” 

“Too busy about the 

city, are you, to sit at the 

gate like anyone else 

waiting for me to 

come?” 

22 

Primacy 

of the 

human 

person 

Martin Were physically abuses Paulina 

after she gets lost and only gets home 

after two days. She had come from the 

hospital, slept at Susanna's and later 

gets arrested and spends another night 

at the police station. On finally getting 

home, Martin does not welcome her; 

neither does he seek to understand what 

happened. He starts by beating her and 

injuring her even further while hurling 

abuses at her. 

One woman Paulina 

knew paid over 

everything, she earned 

to a medicine man who 

promised to bring her a 

baby, but they got 

transferred to Machakos 

and moved away before 

Paulina could ever find 

out whether the 

medicine worked. 

28 

 

Primacy 

of the 

human 

person 

 

In most instances in this book, a baby is 

portrayed as a right to every marriage. 

Paulina is not able to conceive. The 

inability to conceive breaks her 

marriage and complicates her life. In 

this instance, a baby is portrayed as that 

which can be "given" in exchange for a 

few coins with the medicine man. 

 

He beat her heavily and 

kept her home from 

church. This was not 

experimental like that 

long-ago beating in 

Pumwani: both had 

matured since then and 

grown apart, so that he 

trained down his blows 

more methodically, she 

tried to avoid them with 

the cunning of a now 

separate and defensible 

person.  

 

56 

 

Primacy 

of the 

human 

person 

 

Once again, Martin physically abuses 

Paulina. His abuse shakes their 

marriage and coupled with Martin’s 

infidelity, they separate. This beating is 

occasioned by the feeling that the wife 

is infertile and hence useless.  

 

  



39 

 

Table 4. 3: Frequency of the Principles from Coming to Birth by Marjorie 

Principle Positive Controversial 

The primacy of the Human Person  6 9 

Principle of Common Good  2 0 

Principle of Solidarity  3 0 

Principle of Subsidiarity  11 0 

Principle of Participation  5 0 

The universal destiny of the goods of the earth 0 0 

 27(75%) 9(25%) 

 

Analysis 

Marjorie Oludhe Macgoye's text is positive, especially on the principles of 

Subsidiarity, Primacy of the human person and Participation. The text also has 

moderate strength in the Principles of Common good and Solidarity and nothing 

positive at all in the areas of universal destiny to the goods of the earth. The text is set 

during the advent of colonialism when the society was highly communal. The close-

knit nature of the society and the well-defined division of roles ensured is perhaps the 

reason for the strength of the text in regards to subsidiarity. This text is persuasive on 

the Primacy of the human person because it is set at a time when missionaries were 

introducing Christianity to African nations. The Christians had a well-developed sense 

of the person. Therefore, Christianity acted as a moderator to some of the practices 

that could hamper the promotion of this. 

On the primacy of the human person, the text is highly controversial as much as it is 

positive. Christianity was replacing a culture that was not sensitive to primacy of the 

human person at all. Since the text transcends the two periods, that explains why it 

scores highly both in the positive aspect and the controversial aspect when it comes to 

the primacy of the human person. 

  The only controversial aspect of this book is the submission of personal freedoms of 

individuals to the community, as shown in the controversial quotations and the little 

emphasis on the principle of the primacy of the human person shown by the high 



40 

 

number of controversial quotations on this.  Though the society portrayed at the time 

was highly communal, there are very few quotations that enhance the common good. 

Non-reference to the universal destiny of the goods of the earth is understandable 

because resources were abundant and less polluted in traditional society at the time.   

This book, therefore, fosters the following National Values of; national unity, 

especially on the aspects where common good of the society portrayed, is highlighted, 

democracy and participation of the people when it comes to the respect of the will of 

the people in the governance of their affairs and the rule of law.  However, the silence 

of the text when it comes to matters of sustainable development is attributable to the 

circumstances at the time where the resources were abundant and there was no outright 

conflict regarding the allocation 

  



41 

 

    4.2.2 The River Between by Ngugi wa Thiong’o  

The River Betweeen offers a classic account of the reaction of the locals to the invasion 

by the whitemen(colonialists). When the whitemen came to Kenya to establish their 

colonial rule, Kenyans had their own way of life which was threatened by the “new 

way”. The invasion of the whitemen brought with it western education, whiteman’s 

religion, whiteman’s way of life and many other changes in the economic, social and 

cultural way of life. The book details the account of how the locals reacted to this 

eminent change. In the reaction, two factions emerged, those who supported the 

whiteman’s ways and those who were opposed to it. The book gives account of a 

community at crossroads, a community whose peace is threatened by modernity. It is 

through the narration of this conflict that the author manages to bring to the fore 

different values in the community.  

Table 4. 4: Positive Quotations from The River Between by Ngugi wa Thiong’o 

Quotation 

P
ag

e 

Principle Explanation 

Gikuyu and Mumbi 

were also given land; 

“this land I give to you 

O man and woman. It 

is yours to rule and till, 

you and your 

posterity.” 

3 

Primacy of 

the human 

person 

 

      and  

 

 Universal 

destiny of the 

goods of the 

earth  

A notable aspect of the Agikuyu 

creation myth is the fact that man 

and woman appear to have been 

created equal, unlike the biblical 

account where the woman was 

created from a man’s rib. This 

myth, therefore, appears to give 

supremacy to the human person and 

not gender.  

Gikuyu and Mumbi are also given 

the land to rule and till for their 

posterity.  

At one time, she turned 

her eyes away from 

Waiyaki and said, “I 

wish Nyambura could 

come to me.” It was 

not a complaint. It was 

just a wish, a longing 

that she hoped might 

be fulfilled. 

47 

Primacy of 

the human 

person  

Muthoni is suffering and ailing.  

She longs for her sister, Nyambura, 

to visit her and commune with her. 

Even though her father had 

disowned her, Muthoni longs to 

share her moments of suffering with 

Nyambura. Her anguish is 

portrayed by her longing for 

Nyambura and her concern for the 

condition of their family. Through 

Waiyaki, Muthoni reaches out to 

her sister –  "tell Nyambura, I see 

Jesus." 



42 

 

Waiyaki wanted to talk 

to someone. That was 

what oppressed him: 

the desire to share his 

hopes, his yearnings 

and longing with 

someone. 

69 

Primacy of 

the human 

person  

 Aristotle (2004), illustrates the 

nature of a human being as a social 

creature with an intrinsic desire to 

share and commune with others. 

Waiyaki's social nature as a human 

person is portrayed when his desire 

to share overpowers him and pushes 

him to talk to his mother and his 

friend, Kinuthia. The set book, 

through this section, appears to 

recognize the social nature of the 

human person hence resonating 

with the principle of primacy of the 

human person.  

Above the beating of 

drums and jingles, 

shouts rose from hill to 

hill to keep awake 

those who might want 

to go to sleep. Tonight 

was the eve of the 

initiation day; it would 

see the biggest of all 

dances. 

39 Participation  

The community has special days in 

which they come together, united 

by their culture to celebrate and 

enjoy their cultural practices. 

Indeed, Christmas was 

near. The Christians 

were keeping their 

watch by night like the 

shepherds of old.  

128 Participation  

 

The Christians join together to 

celebrate Christmas to mark the 

birth of Christ. This ceremony 

brings them together to enjoy the 

unity they share.  

He outlined his plans 

for Marioshoni: The 

rotting roof needed 

more tin; the children 

needed desks, pencils, 

paper. And then many 

more schools had to be 

built… 

92 Participation  

Waiyaki involves the parents in 

building schools and advancing 

education in Kameno. The parent, 

convinced, take part fully in 

educating their children by building 

schools. 



43 

 

Waiyaki, who was a 

frequent visitor, grew 

more troubled. 

Muthoni was wasting 

away so fast. Now only 

her eyes seemed to 

have any life. 

49 Solidarity  

Muthoni goes against the 

expectation of her father, Joshua, 

and the expectation of a Christian 

home to undergo the traditional rite 

of circumcision. When she is 

circumcised, her health 

deteriorates. Waiyaki offers to take 

her to the hospital against the 

expectation of the traditionalists 

that she is unclean. When she 

passes on, Waiyaki agrees to carry 

her body as other people have 

refused to carry her because they 

consider her unclean.   

Joshua’s daughter. Her 

name? Yes, Muthoni. 

She was not clean. Yet 

you took her to the 

hospital. You touched 

a dying woman, a dead 

body. 

122 Solidarity  

In this instant, the Kiama, the 

council of elders, accuses Waiyaki 

of the act of charity that he does in 

a bid to save the ailing Muthoni. 

Muthoni has been using traditional 

medicine given by the aunt, but her 

condition only gets worse. Waiyaki 

decides to take her to the hospital, 

which is run by the missionaries. 

This act of charity forms the basis 

of his 'mistake' according to the 

council of elders. 

Today she had felt 

depressed. She would 

not go to the meeting 

until she had passed 

through her favourite 

spot. She did not find 

peace. But she knelt 

down and while the 

river murmured down 

its course, she prayed 

with all her heart that 

she might find peace 

and light she longed 

for. 

101 

Universal 

destiny of the 

goods of the 

earth  

In this incident, Nyambura is 

troubled and every time she feels 

unsettled, she takes a walk to the 

river and as she enjoys the gift of 

nature in the form of the river, her 

heart seems to settle. 

In the evening, all went 

home; husband and 

boys bringing in cattle 

and goats; women 

bringing home the 

day's gathering of the 

evening meal. 

78 

Common 

good 

 

This paints a united community, 

working together in understanding 

the strengths and maximizing the 

uniqueness of each other. The 

family is united in helping each 

other do their duties for the good of 

them all. 



44 

 

“I am too concerned 

with the purity of the 

tribe. I am also 

concerned with the 

growth and 

development of the 

ridges. We cannot do 

this through hatred. 

We must be united, 

Christians and non-

Christians, Makuyu 

and Kameno. For 

salvation of the hills 

lies in our hands.” 

124 

Common 

Good 

 

Waiyaki is pleading with the people 

of Kameno and Makuyu to unite 

regardless of their differences in 

beliefs. He is advocating for unity 

because it is good for them all. He 

asserts that they have common 

problems that can only be 

exterminated through unity. 

 

  



45 

 

Table 4. 5: Controversial Quotations from The River Between by Ngugi wa Thiong’o 

Quotation Page Principle Explanation 

Chege uses a myth to 

explain to Waiyaki why 

women are considered 

weak and own nothing. 

4 

Primacy of 

the Human 

person  

This myth persuades the 

members of the community to 

look at women as fundamentally 

inferior since the myth out 

rightly refers to women as weak 

and, therefore, should own 

nothing. 

Muthoni was in a bad 

state. Only the day 

before, she had fallen 

into delirium. Laughing 

and crying she would 

say, “I am a woman 

now.” 

49 

Primacy of 

the human 

person 

Muthoni believes that she can 

only be a woman after 

circumcision. What was she 

before that? At what point does 

someone become a person?  

“Beaten? There, don’t 

cry. You are a man, and 

he is a teacher, you 

know.” That teacher is 

good, he beats them 

hard,” And to the 

teacher passing through 

the village: “Hey, 

Teacher!” 

“Yes?” 

“Beat them hard. We 

want them to learn.”  

66 

Primacy of 

the human 

person  

The community accommodates 

and encourages the thorough 

beating of the boys in a bid to 

make them learn. This beating 

appears to not take into 

consideration the dignity of the 

boys. It also ignores the 

possibility of learning through 

any other means other than 

beating. There have been many 

cases where pupils have been 

beaten to death by teachers.  

Suddenly, he thought he 

knew what he wanted. 

Freedom. He wanted to 

run, run hard, run 

anywhere. Or hover 

aimlessly wandering 

everywhere like a spirit. 

Then he would have 

everything –every 

flower, every tree –or he 

could fly to the moon.  

71 

Primacy of 

the human 

person  

Waiyaki seems to have a skewed 

idea of freedom. According to 

this passage, it appears that 

Waiyaki only understands 

freedom as being able to or 

unable to move against one's 

nature.  

“You are not my 

daughter. Yet let me 

warn you,” he 

continued, his voice 

changing from one fiery 

anger to one of calm 

sorrow, “you will come 

to an untimely end. 

Go!”  

132 

Primacy of 

the human 

person  

Joshua, one of the converts and 

now a staunch Christian, is 

furious when his last daughter, 

Nyambura, falls in love with 

Waiyaki, a perceived 

traditionalist. He is angered and 

curses before disowning the 

daughter, Nyambura. 



46 

 

These Christians would 

not come to any good, 

he always said. He saw 

more than any could 

see. These followers of 

Joshua would bring so 

many divisions to the 

land that the tribe would 

die.   

36 
Common 

Good 

Chege uses this to warn the 

community against co-existence 

with people of different beliefs. 

He, therefore, advocates for the 

community to remain aloof and 

not co-exist with the Christians.  

...Perhaps the teaching 

of Livingstone, that 

education was of value 

and his boys should not 

concern themselves 

with what the 

government was doing 

or politics, had found a 

place in Waiyaki’s 

heart. 

62 Participation  

Livingstone is teaching the boys 

not to concern themselves with 

the activities of the government. 

Ideally, he is teaching them not 

to participate in the processes of 

governance.  

They were entrenched 

in their blind customs. 

Children became ill. 

People believed that 

they were bewitched. A 

man died, his body was 

abandoned without 

burial.  

54 Participation  

A description of the community's 

participation in blind customs is 

enumerated. Some of the 

practices were done without any 

basis hence leading to deaths of 

children. They also cause tribal 

warfare and strife with the 

neighbours. Traditionalists in the 

community believe that the 

preservation of the community's 

customs is the basis of their 

development and posterity. 

Take Siriana Mission; 

for example, the men of 

God came peacefully. 

They were given a 

place. Now see what has 

happened. They have 

invited their brothers 

and taken all the land. 

This Government post 

behind Makuyu is a 

plague in our midst. 

62 Participation  

The role of the different levels of 

society is exhibited regarding the 

role of the government, birthing 

a misunderstanding. The 

government doesn't appear to act 

on behalf of the people in this 

case. 



47 

 

"But I am Demi." And 

then he saw a tree a little 

distance away. "See if I 

don't cut down that 

tree," he went on. And 

he took an axe and 

rushed to the tree, 

oblivious of everything. 

He began to cut it with 

all his streng