Abstract:
Abstract
Education is a social pillar. It can be used as a tool for social reform (Gichunuku, 2005). In
Kenya, education is considered fundamental for the success of vision 2030 (Kenya Vision 2030
Research team 2007). It ought to equip citizens with knowledge that should enable them to make
informed choices about their lives and problems facing the nation. It is expected to provide
knowledge, skills and attitudes that will steer Kenyans to the economic and social goals of vision
2030. Curriculum development in Kenya has factored in such issues hence it targets to tackle
some o the social problems such as tribalism, knowledge and respect for learners’ own and other
communities’ culture to achieve unity in diversity in Kenya. The instruction of Integrated
English is one of the vehicles used to achieve this objective through curriculum implementation.
This paper is an ethnographic investigation of the instruction of cultural values to promote unity
in diversity in Kenya. The study will apply the qualitative research paradigm. It will use
ethnography and multiple cases research methods. Thirty one participants will be purposively
sampled and used in the study. The research instruments to generate data will be informal
interview, non participant observation and document analysis. The trustworthiness of the study
will be established using: multiple research instruments, rich thick description of procedures and
methodological triangulation. Data will be analyzed and reported in narration according to
emerging themes as per the study objectives. The study will be of much significance to
educators, curriculum developers, researchers and policy makers.
