Introduction
The concepts of equity, diversity, and inclusion have remained a central theme in mainstream emancipatory discourse. The triple concepts of EDI are gaining prominence in Africa, which for a very long time suffered under the yoke of traditional cultural practices that have inhibited the participation of a large segment of its population from development and progressive activities. Most of the African countries have recovered from the debilitating effects of colonialism and have chartered their own ways in terms of drafting their development plans, resource mobilization, and implementation of visionary development agendas. However, there is still much that needs to be done in terms of leveling the ground for key development players. Women and girls in Africa have for a long time been denied equal opportunities under the pretextual banner of religion and culture. The unheard voices of the minorities and the underrepresented have been stifled by the dominant voices of those who hold power based on gender identity, resource accessibility, and demographic factors. While educational institutions have provided a momentous push towards the achievement of equality and equity in education, there are still avenues that have not been navigated fully. Virtual exchange is one way the benefits of education as an equalizer can be leveraged to provide a platform for diverse voices to be heard in an environment that is open and free from prejudice. This article presents an educator’s experience as a virtual exchange facilitator and the lessons drawn from facilitating several exchange programmes.
Equity, Diversity, and Inclusion
Equity, Diversity, and Inclusion in Kenyan Education System
The United Nations’ Sustainable Development Goal (SDG) 4 has made it a commitment for countries to provide all children with inclusive and equitable education, with a further commitment to lifelong learning for all (Abuya, n.d). Kenya has made efforts along this line, but more needs to be done in terms of accelerating the pace of inclusion. An equity analysis of the newly implemented curriculum revealed gaps in teacher-pupil ratios and access to educational resources including ICT. Globally, there are different conceptualisations of the concept of diversity. Many in Africa consider it in terms of tolerance for differences of opinion, ethnic tolerance, and respect for religious and cultural opinions and practices. However, these are limited points of view regarding the terms EDI. It is in this light that virtual exchange has been a suitable complementary pedagogy for educators to explore issues around diversity and inclusion from a global context and relate their local context with others around the globe. Globally, there are different conceptualisations of the concept of diversity. In Kenya diversity is seen largely in terms of ethnic divides (Kabiri, 2014).
Curriculum Reforms and EDI
The newly implemented Kenyan curriculum places tremendously high value on the concepts of equity, diversity, and inclusion. The vision of the basic education curriculum reforms does not directly mention the terms EDI; however, they are entrenched in the mission which seeks to enable every Kenyan to become an engaged, empowered, and ethical citizen. The Basic Education Curriculum Framework states that this will be achieved by providing every Kenyan learner with world-class standards in the skills and knowledge that they deserve and which they need in order to thrive in the 21st century (KICD, 2017). The growth of virtual exchange as a global standard for enhanced development of 21st century skills is therefore an innovative approach educators in Africa must learn to use in their work and make their courses have an international component
Virtual Exchange Pedagogical Pathways to Equity, Diversity, and Inclusion
Virtual exchange provides an alternative pedagogical pathway to enhance the values of equity, diversity, and inclusion. Through online engagement with participants from different parts of the world, participants learn the intercultural competencies and learn to appreciate different and multiple perspectives regarding local and global issues. The advantage of global learning is that participants do not need to travel across several countries to experience intercultural diversity that exists across multiple cultures. They experience this from their own computers or other digital devices.
Design/Methods
The approval in design, development, and implementation of the virtual exchange programmes were comparatively the same. The design of the VE was done in three phases: Phase 1: pre-session, Phase 2: implementation, Phase 3: post/evaluation.
Pre-session. During this phase the collaborating faculty met to discuss the structure and activities for the program. These involved the activities for both synchronous and asynchronous phases.
In Session. The activities were based on four focus areas depending on the theme of the exchange. Participants were required to conduct activities around these areas. The activities included required readings, comparative video analysis, peer interviews, and discussions.
Post-session. In the final phase of the program, the participants wrote a one-page reflection of their experiences.
Major Findings/Experiences
The major experiences from the perspective of an African virtual exchange practitioner are summarized as follows:
- The voices of African scholars in the virtual exchange sub-discipline are remotely heard and this needs to be amplified.
- Most of the exchanges have been in the teaching of languages and business studies. However, there is opportunity to develop more VE projects in education and other disciplines. Universities in Africa can begin developing exchanges between themselves and incorporating at least one global partner.
- African educators have a tremendous opportunity to incorporate VE in their work the same way it is happening in Europe, Asia, Latin America, and North America.
- The use of translingual approaches in virtual exchanges provides an opportunity for educators and students to experience new languages, which is a key element in fostering global understanding.
Lessons and Recommendations
Virtual exchange is a pedagogic alternative that has multiple advantages and can be used to address many of the global problems like climate change, conflicts, and racial issues (Oenbring & Gokcora, 2022). It can be used to foster global understanding and citizenship. The voices of marginalized women and girls in rural communities can be amplified through virtual exchange activities that highlight community problems and seek wider understanding.
References
Abuya, B. (n.d). Equity and Inclusion: Towards an accelerated action to enhance learning in
East Africa. Regional Education Learning Institute (RELI). www.reliafrica.org
Kabiri, N. (2014). Ethnic diversity and development in Kenya: Limitations of ethnicity as a
category of analysis. Commonwealth & Comparative Politics, 52(4), 513–534.
Kenya Institute of Curriculum Development. (2017). Basic Education Curriculum Framework.
Kenya Institute of Curriculum Development, Ministry of Education.
https://kicd.ac.ke/wp-content/uploads/2017/10/CURRICULUMFRAMEWORK.pdf
Oenbring, R., & Gokcora, D. (2022). COILing diverse islands: A virtual exchange between
the University of the Bahamas and the Borough of Manhattan Community College. Journal of Virtual Exchange, 5, 20–30.