Teaching Patriotism: History Teachers’ Perceptions of Kenya’s National Symbols
Abstract
The study’s main purpose was to analyse the meaning attached to Kenya's national symbols by History teachers. The study was guided by two theories: Social Semiotic Theory (SST) and the Multimodal Discourse Analysis theory (MDA). The study adopted a qualitative paradigm and descriptive survey design. The purposive sampling method was used to sample three symbols of national unity used for the study. Seventeen (17) teachers of History were purposively selected, and a questionnaire was administered to them. The questionnaire contained seventeen (17) items that were both open and closed-ended. This was done to enable the respondents to give their perception on the Kenya national symbols. The questionnaire focused on the three national symbols sampled, which were the national anthem, national flag and national emblem. The results were presented using themes. The study revealed a divergence between some teachers’ personal views and the official narrative prescribed in the curriculum. The findings indicated that teachers understood the official meanings of these symbols but often contextualised them based on their experiences. The findings also highlighted various tools and approaches used by teachers to instruct students about national symbols. However, findings showed that time constraints and a lack of training limited their ability to engage students in deeper discussions. To ensure that curriculum content reflects Kenya’s diverse ethnic and historical realities, making national narratives more inclusive. The data obtained would be useful in developing training programs that focus on semiotic pedagogy, peace education, and multicultural instruction to equip teachers with tools for meaningful symbolic education. The data obtained will further encourage teachers to engage in reflective practice, allowing them to reconcile personal beliefs with professional responsibilities. The findings of this study would further contribute new knowledge and information in the area of applied linguistics
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Copyright (c) 2025 Muturi Ephraim Waihiga, Pauline N. Ndoro, PhD, Nicholas Kamau Goro, PhD
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