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Black Voices & Other Poems by Carolyn Gatonye
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Dream Count: A Novel by Chimamanda Ngozi Adichie
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Abagusii lived spiritual lives with Engoro as their God who was associated with the sun, the tool He used to traverse the world. Engoro was responsible for opening and closing days (amatuko/amagooro). At sunrise and sunset, Omogusii prayed for a good day and night.
Other worship situations arose out of need, e.g. to bless, cleanse, and sacrifice (among others) in which Omogusii communed with Engoro, described variously as Matonga/Omotongi (the creator), Monyara/Omobui (the powerful one), Omonguru (Almighty), Mokona/Omonyabikone (miracle performer).
Among the spirits, Chisokoro represented departed relatives and were a medium for communication between man and Engoro responsible for blessings. Ebirecha represented evil spirits and inflicted punishment. A person displaying negative signs meant that either the Chisokoro were not happy with the person or he had attracted the wrath of ebirecha. For the former, one needed to appease (sacrifice) the Chisokoro. The latter one needed cleansing. Sacrifices and cleansing followed specific routines and were carried out at specified sacred sites.
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Sabina the Rain Girl
Chokora: A Kenyan Scavenger
John Patrick and Martin Joseph are two teens born in the dusty, poor neighbourhood of Huruma in Nairobi. Raised by single unemployed mothers, they turn to scavenging for valuables in the city’s middle-class neighbourhoods to survive the harsh life of Huruma. City residents have labeled them Chokora, a derogatory term to describe human scavengers. And they use this effectively. For them, the Chokora façade is a camouflage as the two youths go about their exploits, including stealing from unsuspecting residents. As fate would have it, the duo ends up in a police cell to face the full reality of their escapades. Chokora! A Kenyan Scavenger is a poetic narration of the reasons most of the urban youth turn to crime. There is a lot of attention paid to the protection of the girl-child in Kenya, while neglecting the boy child. John and Martin have never known their biological fathers and are forced to adopt their mothers’ names instead. From the perspective of many, unconventional naming is an embarrassment amidst the cruel surroundings.
My Safari Through Life: Extracts
Jesus’ Africa by Patience Museveni Rwabwogo
Patience Museveni Rwabwogo’s Jesus’ Africa provides a refreshing view concerning contemporary issues confronting the African continent and her people, duly captured thematically as rebuilding Africa’s walls. Tracing the continent’s historical domination through the times of slavery, the era of colonialism and the post-independence period, the continent has been at the ‘short end of the stick’ of the global development agenda.
That past, notwithstanding, the work sends a powerful message of hope that Africa will arise through, in part, understanding the continent’s place on this earth and the role it is poised to play in global development. The past is important, yes. However, the future must be of prime concern.
To rebuild her walls, the continent would rely on her spiritual pulse and deep conviction that would assure the realization of its rightful place.
Illustrating with examples from the Bible, Patience makes the biblical stories relevant to the much-desired African Renaissance with her walls fully restored.
A Historical and Cultural Analysis of Women Land Rights in Kisii Count, Kenya, 1895- 1970
In most societies in different parts of the world, there are gender inequalities in access to productive resources such as land, and other social, economic, and environmental resources that are critical for people’s sustenance. However, in many instances, not much research has been conducted on those critical gender issues and perceived unfairness in the ownership, access, and utilization of critical societal resources, particularly, in Africa in general, and Kenya in particular.
In this regard, the need to improve access to land and strengthen women’s land rights in Africa provided the main rationale for undertaking this research, with specific reference to the Gusii of Western Kenya. In particular, the book examines the changing and/or evolving responses of women over time to land access, ownership, control, and usage. Further, the book analyzes the relationship between indigenous land tenure systems and gendered relations; and the effects of colonial land policies on gendered relations. It also examines gender rights with respect to land access and ownership in the post-colonial period in Kisii.
Overall, this study provides pertinent information on the following critical issues. What was the relationship between pre-colonial land tenure systems and gender relations in Kisii? What were the effects of colonial and post-colonial land policies on gender relations in Gusii? How did Gusii women respond to gendered land rights and ownership in the pre-colonial, colonial, and post-colonial periods?
Christian Missionary Education and Its Impact on Abagusii of Western Kenya 1909 -1963
This work focuses on Christian missionaries’ education in Gusii, western Kenya, between 1909 and 1963. It examines the socio-economic and educational aspects of Gusii society in the pre-Christian period. A key observation is that traditional African education was practical, mnemonic, and real; it was worthwhile for the culture of Abagusii. The missionaries introduced a largely theoretical education that was alien to Gusii.
Missionaries, through condemnation of the ways of life of Abagusii, inflicted a deadly blow to traditional education. Gusii educational processes (e.g. rites of passage such as circumcision) and venues of education (e.g. ebisarate) were termed ‘heathen’. Colonial government support for missionary education further weakened indigenous ways and practices, rendering traditional Gusii education helpless.
The alien education destroyed traditional structures and systems, and enabled the first modern elite classes to emerge. It produced clerical and administrative cadres for the colonial administration, in addition to commercial and political elites. Mission schools, further, produced teachers who, though not well educated, spread and planted modern education in Gusii society. All this submerged old elites: the rainmakers, medicine men, seers, and others.
The actions of missionaries and the colonial government shaped Gusii society anew. Their impact on Gusii culture, economy, healthcare and administration, among others, was irreversible.
What would have been the trajectory in Gusii had the foreigners integrated indigenous education into their schemes? To what degree would Gusii society, its culture and knowledge have been preserved? How prominent, for instance, would indigenous ways of life (e.g. medicine) be part of modern Gusii society?
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