Abstract
Living in the 21 century has necessitated changes in pedagogical practices to fulfill the educational needs of learners. It is for this reason that earlier scholars such as Paulo Freire took issue with traditional education that promotes passivity in learners and pedagogical practices that are intended to fill or deposit knowledge rather than encourage critical thinking. This chapter, therefore, explores how Kenya's curriculum is moving towards critical citizenship education with the implementation of a new revised curriculum. Also discussed is how citizenship education looked like before the newly revised curriculum, and what changes have been established in the new curriculum geared towards citizenship education. Finally, this chapter provides suggestions and pedagogical strategies for teachers that have potential of contributing to successfully enacting critical citizenship education in Kenya.
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