Academic literature on the topic 'History teachers – Kenya – Nairobi'
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Journal articles on the topic "History teachers – Kenya – Nairobi"
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Stambach, Amy. "Spiritual Warfare 101: Preparing the Student for Christian Battle." Journal of Religion in Africa 39, no. 2 (2009): 137–57. http://dx.doi.org/10.1163/157006609x433358.
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AbstractTaking its subtitle from a theological college course description, this paper examines the intersections of theological and anthropological ideas of culture, as seen through the eyes of Kenyan evangelists and American missionaries. One of the key concepts developed in the course, and in the broader program of this U.S.-funded nondenominational church in East Africa, is that understanding culture is key to learning and unlocking the spiritual 'personalities' (both godly and satanic) involved in spiritual warfare. Both Kenyans and Americans conceive of warfare as the struggle between secular and Christian worldviews and consider education to be one of the strongest weapons needed to win the battle. However, where U.S. teachers focus on animism and world-religious conflict as evidence of lingering immorality and ungodliness, Kenyans focus on American ethnocentrism and xenophobia as evidence of ongoing cultural misunderstandings and injustice. Analysis is based on examination of mission records and on field research conducted in Nairobi and western Kenya.
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MUHINGI, WILKINS NDEGE, JOHNSON NZAU MAVOLE, and MUMO NZAU. "Digital literacy and online child abuse among primary school children in Langata Sub-county, Nairobi City County in Kenya." International and Multidisciplinary Journal of Social Sciences 10, no. 2 (July 30, 2021): 1–30. http://dx.doi.org/10.17583/rimcis.2021.5566.
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Kenya introduced Digischool to public primary schools to prepare children for today’s digital world attracting a cyber-threat landscape. Utilising a descriptive cross-sectional design within a concurrent mixed approach, the study examined the relationship between digital literacy intervention and online child abuse among primary school children in Langata sub-county. Targeted, were children between 9 and 17 years from private and public primary schools, teachers, parents and policy makers and child protection officers. Godden’s formula informed purposive and random sampling of 384 respondents, plus a 10% (423) respondents for Key Informant interviews and focused discussions. Quantitative and qualitative data was analysed using both descriptive and inferential statistics and content analysis with the help of SPSS version 22 and Nvivo version 12 respectively. The study revealed stakeholders intervened in online child abuse at various levels using a number of strategies. The study revealed a significant relationship between the type of school and exposure to online. Since the p-value (0.000) was less than alpha (0.05) and we conclude there was a significant relationship between the type of school and exposure to online child abuse. There is need for a systems thinking and concerted multi-sectorial approach to improvement of digital literacy hence protecting children online.
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Oyier, Charles Richard, and Paul Amollo Odundo. "PARTICIPATION OF SCIENCE TEACHERS IN BUDGETING FOR INSTRUCTIONAL RESOURCES SECONDARY SCHOOLS IN KENYA." International Journal of Research -GRANTHAALAYAH 5, no. 8 (August 31, 2017): 236–51. http://dx.doi.org/10.29121/granthaalayah.v5.i8.2017.2219.
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Planning for instructional resources demands that money be set aside and budgeted for to make them available and adequate in secondary schools. To adequately avail science instructional resources a policy driven budgeting process is essential. The influence of budgeting process on instructional management and the extent of involvement of science teachers have not been highlighted through empirical data. This study adopted stakeholder theory and obtained information from science teachers in secondary schools within Nairobi County, Kenya. From 96 science teachers in 33 secondary schools of Nairobi County obtained using stratified random samplings. 89 filled questionnaires. Findings of this study established that science teachers are involved in the budgeting process for sourcing of instructional resources in Kenyan secondary schools was considered in terms of their participation in strategic planning (mean 3.20), departmental meetings (mean 3.46), and budgeting committee (mean of 3.33) and in pre-budget consultations (mean of 3.33) and post-budget consultations (mean of 3.31) (mean of 3.42).
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Mbunde, John M. "Head Teachers’ Role in Facilitating School Facilities that Influence Pupils’ Performance in Kcpe." European Scientific Journal, ESJ 13, no. 19 (July 31, 2017): 146. http://dx.doi.org/10.19044/esj.2017.v13n19p146.
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This paper discusses the head teachers’ role in facilitating school facilities that influence pupils’ performance in Kenya Certificate of Primary School (KCPE). The objective was to establish the head teachers’ role in facilitating school facilities that influence pupils’ performance in Kenya Certificate of Primary School. The research was based on the Max Weber’s Theory of Bureaucracy. The target population was 612 head teachers, senior teachers and accounts’ clerks in Nairobi County. The sample size was 123. The research employed descriptive survey design. The schools selected were 14 from Westland and Dagoretti districts and 13 from Lang’ata district through simple random sampling. The head teachers and accounts’ clerks were selected by purposive sampling methods. The research instruments used were the interview and document analysis guides. Validation of both instruments was done by the expert judgment review by supervisors from the Department of Educational Administration and Planning of the University of Nairobi. Descriptive statistics was used to analyze the data which was presented in a table. The study established that all the 41 sampled schools had fairly adequate exercise books, buildings and furniture; inadequate textbooks, radios, equipment, computers, displays, charts and playgrounds. The study concluded that the head teachers had not facilitated adequate school facilities that influence pupils’ performance in Kenya Certificate of Primary School (KCPE). It was recommended that the Ministry of Education, Science and Technology should increase funding of schools to enable the head teachers to procure more school facilities to enhance pupils’ performance in Kenya Certificate of Primary School.
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Waweru, Nancy Minjire, Hazel Gachunga, and John Mwangi Kihoro. "Effect of principals' relationship management on the organisational commitment of teachers in secondary school in county governments in Kenya." Independent Journal of Management & Production 11, no. 7 (December 1, 2020): 2755–77. http://dx.doi.org/10.14807/ijmp.v11i7.1030.
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The purpose of this study was to investigate the influence principals’ relationship management (RM) on the organizational commitment (OC) of secondary school teachers in county governments in Kenya as moderated by teachers’ self-efficacy. This study hypothesized that principals’ RM has no significant relationship on the teachers’ OC. Survey research design was employed to establish the relationship between principals’ RM and teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires. This study established that principals’ RM was a significant predictor of teachers’ OC. The study also established that teachers’ self-efficacy moderated the relationship between principals’ RM and teachers’ OC and that self-efficacy had positive influence on teachers OC. The study recommends that Teachers’ Service Commission (teachers’ employer) should put more emphasize on training of RM among principals in secondary schools in Kenya. This study makes useful contribution in the advancement of knowledge on the effects of principals’ RM on teachers’ OC in Kenya.
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Magoma, Phyllis M., Esther Waithaka, and Teresa Mwoma. "Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya." East African Journal of Education Studies 3, no. 1 (August 20, 2021): 223–32. http://dx.doi.org/10.37284/eajes.3.1.391.
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Professional identity is a noteworthy aspect of the teachers’ professional lives. This is because it influences the manner in which they do their work, retention and productivity in their places of work. This article presents findings from a PhD study that aimed at establishing the status of pre-primary and lower primary teachers’ professional identity and exploring factors influencing it. Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation was used to guide the study. The study used concurrent triangulation research design. The dependent variable was early year’s education teachers’ professional identity, while the independent variable was the type of school. The study was conducted in Kasarani Sub-County in Nairobi County, Kenya. The sample size consisted of 220 teachers and 44 head-teachers in both public and private primary schools. Questionnaires and interview schedules were used to collect data which was then analysed using qualitative and quantitative methods. Findings from the study revealed that pre-primary and lower primary teachers’ professional identity was weak. It was recommended that school management, county and national governments, and other key stakeholders should aim at addressing issues that weaken early year’s education teachers (EYET) professional identity.
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BOCQUIER, PHILIPPE, and ANNE KHASAKHALA. "FACTORS INFLUENCING UNION FORMATION IN NAIROBI, KENYA." Journal of Biosocial Science 41, no. 4 (March 2, 2009): 433–55. http://dx.doi.org/10.1017/s0021932009003319.
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SummaryUsing retrospective data from the Urban Integration Survey conducted in 2001 in Nairobi, Kenya, on a sample of 955 women and men aged 25–54, this paper compares factors influencing entry into union formation for men and women. The analysis uses event history methods, specifically Cox Proportional Hazards regression, stratified by age cohort and run separately by sex. The results indicate that delay in union formation is more pronounced for women than for men. Cohabitation without formal marriage is the prominent form of union, especially among the younger generation, and appears to have increased. For men, the timing of union is more dependent upon human capital acquisition than on cultural factors. These findings show that the marriage search model, which was first applied in Western countries, can also hold in cities of developing countries. Nonetheless, neither the search model nor the integration or the independence models apply to women's union formation, which very few exogenous factors can explain.
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Gachanga, Timothy. "Peace Building in Schools Using African Traditional Values." Msingi Journal 1, no. 1 (August 2, 2018): 175–204. http://dx.doi.org/10.33886/mj.v1i1.72.
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This paper describes and presents the findings of a case study research on how primary school teachers build peace in schools through African traditional values. The study was conducted between September 2005 and January 2006 in Kariobangi and Korogocho in Nairobi, Kenya and sixty primary school teachers participated in the study. The overall picture generated by this research is that peace building through African traditional values cannot be underrated and should be a crucial way forward in all levels of learning in Kenya. A narrow conception of traditional African values and its importance in peace building by teachers could be responsible for the increase of violence in schools and society in general.
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Oyier, Charles Richard, Paul Amollo Odundo, Boniface Ngaruiya, and John Mwangi. "Science Teachers and Budget Planning for Instructional Resources in Secondary Schools in Nairobi, Kenya." Asian Education Studies 2, no. 3 (September 19, 2017): 29. http://dx.doi.org/10.20849/aes.v2i3.198.
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Achieving transformational knowledge based economy as provided for in Kenya’s Vision 2030, requires adequately budgeted for science instructional resources. This is because instructional resources are key in practical work which enhances learners experience and understanding science concepts, hence better learning achievement. This study sought to establish the link between budget planning in secondary schools in Nairobi County to their financial management policies in terms of setting up structures for handling budgetary allocations in a coordinated approach through consultation with staff. It relied on a sampled principals and science teachers from public and private schools in Nairobi County obtained using stratified sampling techniques. Using cognitive based participatory decision making model, the study established that secondary schools have budgeting objectives that take science instructional resources in consideration; science teachers place their budgetary request based on their schemes of work to the budgeting committee and are present during prioritization on departmental list. It also established that systems for projecting revenues and expenditures are established in secondary schools to link policy objective on science instructions and resources and that allocations for instructional resources are specified in school budget in public secondary schools than their private counterparts. In practice, the study recommended that science teachers need to be involved in budgetary decision making and measure be put in place to ensure this happen. It suggested more research on the role science teachers in improving learning outcomes through participation in budgetary decision making.
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Waweru, Lucy Nyambura, and Philomena W. Ndambuki. "Relationship between Workload and Occupational Stress among Teachers in Public Primary Schools in Kasarani, Nairobi, Kenya." International Journal of Multicultural and Multireligious Understanding 8, no. 7 (August 8, 2021): 685. http://dx.doi.org/10.18415/ijmmu.v8i7.2954.
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The goal of this study was to determine the association between workload and occupational stress among public primary school teachers. The study's goal was to see if there was a link between workload and stress at work. The Cognitive Activation Theory of Stress provided the theoretical underpinning for this study (CATS). Questionnaires were used to collect, analyze, and interpret data in this study, which followed quantitative research technique. The study took place in Kasarani, Nairobi County, Kenya. All Kasarani public primary school teachers were the study's target group In order to pick the sample, the researcher employed a basic random sampling method. Using Nassiuma's formula, the sample size was estimated (2002). 155 teachers from six schools were studied out of 728 teachers in 25 public schools. A random sample of eight respondents was surveyed at two public primary schools in Kasarani, Nairobi County, which were not part of the study region. The correlation research design was used in this study. Frequency, percentage, mean, and standard deviation, as well as inferential analysis, were used for descriptive and co-relational analysis. There is no significant association between workload and occupational stress among public primary school teachers, according to the null hypothesis examined. The chi-square test was used to evaluate the hypothesis. The data demonstrated that a high level of occupational stress is connected with a high level of workload, with a significant connection of p = 0.001. The study concluded that primary school teachers should be relieved of their severe workload. Counsellors should collaborate with Head teachers to develop advice and counseling programs to assist teachers in reducing occupational stress. Teachers will be protected from emotional and cognitive injury as a result of this, and will be more effective in their jobs.
Dissertations / Theses on the topic "History teachers – Kenya – Nairobi"
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Ngayai, Bernard K. "Job Satisfaction of Faculty at Kenyatta University, Nairobi, Kenya." Thesis, University of North Texas, 1991. https://digital.library.unt.edu/ark:/67531/metadc332647/.
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This study was planned to increase understanding of job satisfaction among faculty in middle size universities. The problem was job satisfaction and its association with selected demographic characteristics of faculty at Kenyatta University, second largest university in Nairobi. There was a response rate of 52.6 percent. All of the 300 faculty members with the rank of professor, associate professor, assistant professor, lecturer and teaching fellow participated in this research. Two instruments were used to collect data from the participating faculty. The first instrument was a demographic data sheet that solicited personal data from faculty. The second instrument was a standardized six dimensional survey instrument, the Job Descriptive Index (JDI). Both survey instruments were handed out in an envelope to all faculty by the researcher. The findings showed that most faculty were satisfied with their job in areas of co-workers and job in general. They seemed dissatisfied with the area of opportunities for promotion. The findings further demonstrated that most faculty were neither satisfied nor dissatisfied with their present work, present pay, and supervision. Analysis of variance demonstrated that the selected demographic variables of age, professional rank, and nationality were associated with job satisfaction. Scheffé's Multiple Comparison test and Newman-Keuls procedure were used to analyze differences in satisfaction among groups. The results showed that professors and lecturers were significantly more satisfied with their coworkers than were the assistant professors. Faculty members' gender, marital status, years of experience, tenure status, academic degree and area of interest did not influence job satisfaction. It is recommended that future research to determine an appropriate system of promotions structure and faculty growth and development be initiated.
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Petersson, Ulrika. "Kenyan teachers´perspectives on working with students from slum areas in Nairobi. : A qualitative study." Thesis, Linnéuniversitetet, Institutionen för pedagogik, psykologi och idrottsvetenskap, PPI, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-24008.
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The aim with this study was to give awareness about the school situation for students living in the slum areas of Nairobi. The purpose was to raise the teachers’ perspectives about working with these students. Previous researches around the topic were studied to gain a better knowledge for the subject. The focus was put on Maslow’s hierarchy of basic needs, trauma with its effects and possible treatments in school and the home environment effects on the student´s learning. Since this was a qualitative study, the method used was open aimed interviews. Eleven teachers working in the slum areas in Nairobi were interviewed with these two main questions in mind; What do teachers think is important when working with students who come from the slum areas of Nairobi and how do teachers work with these students? All schools were located in or close to a children home in order for the teachers to have a wide range of experiences when working with students from the slum area. Some of the results that came up were that teachers saw it as important to provide students with their basic needs in school. The teachers also said that students had different reactions towards trauma and it was of great importance for students to be able to both channel their expressions after the trauma but also to forget the trauma for the moment to be able to concentrate in school. The teachers were disagreeing about whether to treat students equally or individually. Some of the teachers said that the student´s home environment affects their learning due to the quality and quantity of help that they can get with their homework. Some teachers felt adequate due to the extra work put on their shoulders in their work with the students from the slum areas.
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Kimotho, James. "Public secondary school libraries in Nairobi and the satisfaction of the curriculum needs among history teachers." Thesis, 1999. http://hdl.handle.net/10413/4482.
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The aim of this study is to investigate the level of awareness of history teachers in public secondary schools in Nairobi, Kenya, of the benefits of library use for the curriculum. The availability of school libraries in public secondary schools in Nairobi provided a context for this investigation into teacher library use. In order to establish if libraries are used effectively, or used at all, for curriculum purposes, literature on this was searched and little came from Nairobi or even Kenya. This lack of information in this area formed a justification for investigation because libraries exist in many public schools in Nairobi and they have the potential to have a positive influence.
A survey of literature internationally illustrates the degree of the serious attention both history as a discipline, and library and the curriculum receive. History is given attention because of its role in both maintaining and revolutionising order in a country. In the case of resource-based learning, many countries have shifted to a child-centred approach. This
requires much more use of libraries than traditional teaching methods.
The evaluation of teacher and librarian views was undertaken by means of a survey. In the survey questionnaires were used. The population was that provided by the Director of Education in Nairobi and a corresponding list of schools where teachers and librarians were employed is given.
The findings of the survey established the level of awareness of history teachers to resource based education that took account of library-curriculum partnership. The study established the need for greater attention towards school libraries in the allocation of budgets, building
resources that are needed, and management. Staff development of both teachers and librarians was suggested in order to promote resource-based education. To achieve this, a written policy on the management of school libraries is suggested.Thesis (M.I.S.)-University of Natal, Pietermaritzburg, 1999.
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Ross, Melanie D. "Fractured families: pathways to sex work in Nairobi, Kenya." Thesis, 2008. http://hdl.handle.net/1828/1085.
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The reasons why African women become engaged in sex work have received little attention in academic research. While it is largely acknowledged that there exists a connection between entering the sex trade and poverty, not all women who are poor enter sex work. Through the use of life histories with 21 women between the ages of 18 and 42, this thesis explores the combination of factors that lead women and girls to become commercial sex workers in Nairobi, Kenya. This method provides a detailed look at initiation into sex work as it occurs over the life course for women and girls in this context. Additionally, this thesis examines how structural violence impinges on their lives, thereby increasing vulnerability to engagement in sex work. Examining the larger socio-political and economic contexts illustrates how issues such as HIV/AIDS, migrant labour, changing gender roles, the erosion of existing familial structures and gender inequities structure risk for suffering for women. These issues result in many girls losing caregiver support by being orphaned, while additionally, women are burdened with providing total economic and social support for the family in a society that has gendered economic opportunities. Both girls and women are left with few options other than the sex trade to survive.
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Zurlo, Gina. "'A miracle from Nairobi': David B. Barrett and the quantification of world Christianity, 1957–1982." Thesis, 2017. https://hdl.handle.net/2144/27183.
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This dissertation analyzes the role of quantification in the history of Christian mission by placing David B. Barrett’s World Christian Encyclopedia (1982) in its historical context. It argues that Barrett’s unique mixture of education, professional background, and geographical location in Africa helped him develop an understanding of world Christianity based on its newly-discovered diversity and fragmentation at the end of the British Empire. The Encyclopedia presented a comprehensive quantitative assessment of membership in all branches of the Church and helped shape contemporary understandings of world Christianity. In making explicit connections among world Christianity, mission history, and the social scientific study of religion, this dissertation sheds lights on the history of religious data in relationship to world Christianity.
This study shows that Barrett was part of a long history of missionaries who produced church-based, scientific scholarship. It illustrates the ubiquity of such scholarship throughout the history of mission, demonstrated through an analysis of missionary quantification from the Jesuits to Barrett, including the Christian roots of American sociology. This analysis contends that American sociology in the 1960s—when Barrett received his Ph.D. in religion from Columbia University—was fundamentally shaped by the history of missionaries who produced social scientific research.
The Encyclopedia was conceived, developed, and produced in Africa. Barrett’s location in Nairobi, Kenya, with the Church Missionary Society during the rise of African nationalism and decolonization informed his perspective on world Christianity. Much like the African Independent Churches he studied, Barrett broke off from the missionary establishment and threw his support behind “heretical” African groups. This analysis of Barrett’s experience in Kenya suggests that the growth of African Christianity was fundamental to reshaping definitions of world Christianity.
This dissertation contributes to existing scholarship by historically placing the World Christian Encyclopedia in its theological, geographic, political, and social contexts. This study shows that Barrett was the first person to quantify religious adherence of all kinds and to equally represent all of world Christianity in one book. Further, the Encyclopedia indicated that a new era of world Christianity had come, and its center of gravity had moved from white Europe to black Africa.
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Simwa, Kefa Lidundu. "The bachelor of education programme at a Kenyan university : a case of curriculum coherence in the preparation of secondary school history teachers?" Thesis, 2013. http://hdl.handle.net/10210/8512.
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D.Phil. (Curriculum Studies)The study highlights the conceptual and practical challenges in providing initial teacher education that promotes, amongst other factors, coherence with the prescribed school curriculum. It investigates a History Teaching Methods (HTM) course offered by a university in Kenya to clarify how course related documents, lectures, students’ microteaching lessons, and perceptions about these three aspects obtained from interviews with a teacher-educator and students addressed what the course had to provide as possibilities for the acquisition of professional knowledge and skills that would enable students to teach effectively the secondary school History and Government (H&G) subject. Through a review of literature on curriculum coherence and theories on ethical pedagogic practice and communication combined with primary data collected in Kenya, I explain the nature of the challenges in the HTM course. The challenges, I argue, are primarily a result of overlooking the disciplinary requirements of History. The findings suggest that misconceptions about professional responsibilities of the teacher-educators are largely responsible for the descriptive approach that characterises the pedagogical practices they promoted. The absence of engagement with disciplinary requirements in lectures contributed to the nature of the devices that were used by students to teach. In order to clarify the nature of these pedagogic challenges, I adopted a generic qualitative approach to the research. The direct contact and discussion with a teacher-educator and students enabled me to explore their understanding of the requirements of teaching history at school level. Through observations of lectures I established how the teacher-educators considered these requirements as important to the teacher education they provided. Through observing students’ microteaching lessons I was able to establish their understanding of the nature of historical knowledge and how it ought to be approached when teaching. The study contributes to the general field of teacher education by having devised a conceptual orientation that can be drawn on to establish what is necessary to teach school history effectively, namely, the importance of normative critical thinking and contextual sensitivity. In this study, I indicate the pedagogic processes that need to be considered and constantly in place to teach history by drawing on relevant paradigms and conceptual orientations belonging to the discipline. I found that teacher-educators underplay the importance of these factors and view them as having to be considered by academic entities that are directly involved with history as a discipline. It is due to this oversight that the programme seemed to emphasise descriptive and procedural orientations in initial teacher education. I conclude by suggesting that a course that educates student teachers for, amongst other reasons, teaching H&G at secondary school in Kenya, has to consider firstly, what is essential to history teaching and learning as a discipline and secondly that effective history teaching has to be informed by reasoning that is not only relevant to History as a discipline but also its practicality to the objectives of school history.
Books on the topic "History teachers – Kenya – Nairobi"
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DVV International. Regional Office East Africa. The training of adult educators in East African countries: International conference, 13-15 December 2005, Nairobi, Kenya. Addis Ababa, Ethiopia: DVV International, Regional Office East Africa/Horn of Africa, 2008.
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Nairobi's Norfolk Hotel: The first hundred years. Nairobi, Kenya: Oakland Media Services, 2004.
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Madera, Ebby Kadinya. A study of some of the factors associated with job satisfaction/dissatisfaction among teachers in Nairobi, Kenya. Ottawa: National Library of Canada, 1994.
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Glimpses of the Jews of Kenya: The centennial story of the Nairobi Hebrew Congregation, 1904-2004, 5664-5764. Nairobi, Kenya: Nairobi Hebrew Congregation, 2004.
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The comforts of home: Prostitution in colonial Nairobi. Chicago: University of Chicago Press, 1990.
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Kiai, Maina. Haven of repression: A report on the University of Nairobi and academic freedom in Kenya. Nairobi, Kenya: The Commission, 1992.
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Downes, D. R. Raising funds in Kenya: A survey of middle to upper income Nairobi churchgoers : a research project brought to you by the Institute of Christian Ministries and Training, Daystar University College, Nairobi, Kenya. Nairobi, Kenya: Daystar University College, 1991.
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Lutheran World Federation. Dept. of World Service. The Lutheran World Federation, Department of World Service: Special report : emergency operations, Nairobi, Kenya. [Nairobi]: The Department, 1993.
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Tenement cities: From 19th century Berlin to 21st century Nairobi. Trenton, NJ: Africa World Press, 2011.
Find full textBook chapters on the topic "History teachers – Kenya – Nairobi"
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Anderson, David M., and Paul J. Lane. "The unburied victims of Kenya’s Mau Mau Rebellion: where and when does the violence end?" In Human Remains in Society. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781526107381.003.0002.
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This chapter outlines the circumstances by which the bodies of over four hundred and fifty individuals killed during the Mau Mau insurgency in Kenya came to be deposited in the Osteology Department stores at Kenya’s national museum in Nairobi, where they currently serve as that institution’s primary human osteology reference collection accessed by local and international researchers. The history of this collection is then discussed against the wider and ongoing context of memorialisation of the Mau Mau insurgency as a founding process in Kenya’s struggle against British colonialism and the birth of nationhood. It also explores some of the remaining divisions between Mau Mau supporters and so-called ‘loyalists’, and efforts at achieving peace and reconciliation involving these different constituencies and the role that this specific collection of human remains could play in such processes. The chapter concludes with a series of more general observations on commemorating victims of mass violence and the treatment of human remains in post-conflict situations.