Gichuhi, Loise;
(2023)
Teaching in conflict-affected settings during the COVID-19 pandemic in Kenya.
Education and Conflict Review
, 4
pp. 89-96.
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Abstract
This paper examines the intersections and impact of violent conflict and the COVID-19 health pandemic on teachers and teaching in Kenya. The qualitative case study utilises interview data from 15 practising teachers and 8 teacher-trainees to assess their perceptions and experiences of teaching in crisis- and pandemic-affected settings, and the impact on teaching and learning. Teaching in settings of violent conflict is stressful, and COVID-19 further compounded the challenges teachers and learners were already experiencing. The findings show that many practising teachers would either prefer to transfer from conflict-affected regions to more ‘stable settings’, where like other teachers they would face the singular challenge caused by the COVID-19 pandemic, or to leave the teaching profession entirely. Teacher-trainees felt that they had more time and better options to choose and secure teaching opportunities in their preferred geographic locations.
| Type: | Article |
|---|---|
| Title: | Teaching in conflict-affected settings during the COVID-19 pandemic in Kenya |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | violent conflict, pastoralist communities, teacher retention, teacher well-being |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10175045 |
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