Schools In Kenya Research Articles

Teachers' And Parents' Preparedness to Support Virtual Learning during the COVID-19 Pandemic in Kenya

The COVID-19 pandemic led to the abrupt closing of schools all over the world. As a result, virtual learning became an alternative to classroom teaching. Administering virtual learning has become a challenge for both parents and teachers who must ensure their children's education continuity. This study aimed to look into the experiences of virtual learning during COVID-19. A descriptive qualitative study was designed to investigate teachers' and parents' preparedness to support remote learning to gain insight into real-life experiences. A purposeful sampling technique was used to obtain data from target respondents. The findings indicate their sentiments were on virtual learning. The results show that both teachers and parents were not well prepared to support virtual learning during the COVID-19 lockdown. This issue affects all schools: public 8-4-4 schools, private 8-4-4 schools, international schools, and private schools. The results point to a weak support system for virtual education in Kenyan schools during COVID-19 outbreak affecting virtual learning delivery in the country. There is thus a need to enhance the capacity of teachers to offer virtual learning. It is also recommended that the teacher's college curriculum encompasses virtual learning courses for upcoming teachers. Parents should also be encouraged to support virtual learning by procuring computers and other communication devices for their children. Parents without the requisite skills in virtual learning should be encouraged to seek training to offer direct support and supervision of their children as they study at home. Development actors such as not-for-profit organizations should be encouraged to implement projects to strengthen access to virtual learning in schools.

Ranking as a Predictor of Academic Inferiority Feelings Among Form Three Students in Kisii County, Kenya

A lot of research has been done on the relationship between ranking and academic performance among students. However, the literature done is scanty on the relationship between ranking and academic inferiority feelings. The main aim of this study was therefore to investigate relationship between ranking and academic inferiority feelings among students who do not perform well. Alfred Adler’s theory of individual psychology forms the theoretical framework of the study. The study adopted a mixed methods sequential explanatory research design. It was carried out in Kisii County, Kenya. The target population was all the Form Three students in public schools in Kenya. Proportionate stratified sampling was used to select the top, average and low-ranking schools in the county. It was further used to stratify schools into boys’ boarding, girls’ boarding, mixed boarding, mixed day and boarding and mixed day schools. Simple random sampling was used in the selection of the 400 respondents. The sample consisted of 400 students selected from 20 schools. The research instruments were questionnaires and an interview schedule for the students administered by the researcher. Personal and academic self-concept inventory (PASCI) was used to collect data on academic inferiority feelings. A researcher developed questionnaire was used to collect data from students on ranking. A pilot study was used to validate and ensure reliability of the research instruments. Both descriptive and inferential statistical procedures were used to analyze data with the help of Statistical Package for Social Sciences (SPSS) version 20. The results were presented using frequency tables. The results showed that there was a relationship between ranking and academic inferiority feelings with most of the respondents having moderate feelings of academic inferiority i.e.,72.9%. Sex differences were evident in the study where boys experienced a higher level of academic inferiority feelings with a mean of 67.11as compared to girls who had a mean 65.08. A major recommendation of the study was that the ministry of education should try to do away with ranking totally more so within school ranking which could make the students feel academically inferior.

Ability Streaming as a Predictor of Academic Inferiority Feelings Among Form Three Students in Kisii County, Kenya

There is substantial literature on the relationship between ability streaming and academic performance among students. This literature however is scanty on the relationship between ability streaming and academic inferiority feelings. The main aim of this study was therefore to investigate the relationship between ability streaming and academic inferiority feelings among students who do not perform well. Alfred Adler’s theory of individual psychology forms the theoretical framework of the study. The study adopted a mixed methods sequential explanatory research design. It was carried out in Kisii County, Kenya. The target population was all the Form Three students in public schools in Kenya (593711 students). Proportionate stratified sampling was used to select the top, average and low-ranking schools in the county. It was further used to stratify schools into boys’ boarding, girls’ boarding, mixed day and boarding and mixed day schools. Simple random sampling was used in the selection of the 400 respondents from 20 schools to form the sample. The research instruments were questionnaires and an interview schedule for the students administered by the researcher. Personal and academic self-concept inventory (PASCI) was used to collect data on academic inferiority feelings and Stephanie Soto Gordon’s questionnaire was used to collect data on ability streaming from students. A pilot study was used to validate and ensure reliability of the research instruments. Both descriptive and inferential statistical procedures were used to analyze data with the help of Statistical Package for Social Sciences (SPSS) version 20. The results were presented using frequency tables. The results showed that there was a relationship between ability streaming and academic inferiority feelings with most of the respondents having moderate feelings of academic inferiority i.e. 83%. Sex differences were found in ability streaming in regard to academic inferiority feelings. Boys experienced a slightly higher level of academic inferiority feelings with a mean of 67.11as compared to girls who had a mean 65.08. A major recommendation of the study among others was that the ministry of education should try to do away with ability streaming in schools which makes the students feel academically inferior.

Technology Training and Empowerment for the Visually Impaired: Kenya Perspective

A key goal of education for any country is to make sure that every pupil has a chance to excel, both in school and life. Increasingly, a child’s success in school will determine his success as an adult; will determine whether he/she goes to college, what profession that he/she enters and how much they are paid. Kenya’s education system has laid emphasis on a cluster of science subjects that must be passed for one to be placed in a meaningful course at tertiary level, university and finally employment. The Visually impaired child has been disadvantaged and this study therefore tried to investigate why there are more street beggars who are Visually impaired as compared to other persons with disabilities in the Kenyan major towns. The study was conducted in the three towns within Kenya, namely: Kisumu, Nakuru and Nairobi. The study population was 145, and a purposive sampling was used to select the 60 respondents. The study found that the Visually impaired persons who were beggars on the street had basic education at primary level and some had form four certificate, however they had failed to gain any meaningful employment due to the growing need of technology in the work place and the increasing interest in the role of information and communication technologies for one to be employed. The study also found that as much as there is an increasing effort by the Government to have computer studies for all schools in Kenya. The Jaw’s programme is lacking in those computers and therefore the visually impaired learners have not had an access to computer education and hence the mass influx of beggars. The study recommends that of the schools where the Visually impaired learners are in inclusive education, there should be at least two computers with a Jaw programme to help the Visually impaired have an access in computer literacy and hence employment opportunity. The study also recommends that the street beggars with form four educations should be given vocational training with information technology so as to empower them with the current basic skills to compete favourable with other job seekers.

The Efficacy of Behavioral and Rational Emotive Behavior Therapies on Conduct Disorder Among Juvenile Delinquents in Selected Rehabilitation Schools in Kenya

The purpose of this study was to determine the effectiveness of behavioral and rational emotive behavior therapies (REBT) on conduct disorder among juvenile delinquents. This was a quasi-experimental study design with Kabete Rehabilitation School representing the experimental group and Wamumu Rehabilitation School representing the control group. A total of 94 respondents aged between 13 and 17 years from Kabete and Wamumu rehabilitation schools in Kenya participated in the study (47 for each study arm). A socio-demographic questionnaire was administered, in addition to a self-administered Child Behavior Checklist (CBCL-YSR) Youth Self Report for ages 11-18 (2001) completed at baseline, midline (3 months post-intervention) and endline (6 months post intervention). CBCL is a standardized tool with a proven validity and reliability of 0.82. The two groups were comparable statistically with respect to key socio-demographic characteristics namely type of facility, age, employment status with the exception of class. Data was analyzed using Statistical Package for the Social Sciences version 20.0 (20). Presentations were done using profile plots and tables. The experimental group showed a steady decline in the mean CD scores over the study period from 19.96 (SD: 5.069) at baseline to mean of 8.26 (SD: 2.625) at end-line (p < 0.0001). The control group had a rather staggered decline from mean of 14.94 (SD: 3.953) at baseline to 11.81 (SD: 4.332) at end-line (P > 0.05). Difference-in-differences (DiD) model was used to determine the efficacy of the intervention at post-treatment one and post-treatment two. The DiD estimators at midline was -1.393 (p < 0.0001) and at end-line was -1.204 (p < 0.0001) after controlling for class. The study established a statistically significant reduction of conduct disorder symptoms from a mean of 19.96 at baseline to 8.26 at post-treatment two and this was significant at p<0.001, indicating the effectiveness of behavioral and REBT therapies in treating conduct disorder. Based on the study findings, it is recommended that behavioral and REBT therapies be integrated in the juveniles’ rehabilitation program.

The Role of Low-cost Private Secondary Schools in Rural Kenya Under the ‘Free Secondary Education Policy’

This study aims to understand the role of private secondary schools in rural Kenya under the Free Secondary Education Policy. Data were collected from four private schools over two months in 2018 and 2019. All the schools had experienced instability due to low enrolment, particularly after the policy was implemented in 2018. The decline in the schools’ income also affected the quality of education. However, the results suggest that some students prefer to complete their education at private schools as low-expense-boarders or as beneficiaries of fee discounts. Other students choose private schools to avoid overcrowded classrooms and travel far, especially when excluded from public schools. This study argues that despite limited learning resources, private secondary schools in rural Kenya have an important place in the public education system outside of the academic pyramid of public schools.

Effect of Career Counseling on the Career Development of Secondary School Students in Kenya

The purpose of the current study was to determine the effect of career counseling on students’ career development in secondary schools in Kenya. The study sample consisted of 341 (158 males and 183 females) secondary school students from year one to year four of study. The students were surveyed on measures of career development. The study found that female students were more likely than male students to go for career counseling and that going for career counseling had no significant effect on students’ career development. There was no significant difference between those who had gone for career counseling and those who had not for all the measured variables. There is therefore great need for the development of a comprehensive guidance and counseling policy to guide the implementation and service delivery of counseling programs. Keywords: Career counseling, career developments, students, career barriers DOI: 10.7176/JEP/12-3-09 Publication date: January 31 st 2021

Monitoring and Evaluation for Quality Service Delivery in Pre-Primary Schools in Murang’a County, Kenya

Monitoring and evaluation of the National Early Childhood Development (ECD) Policy framework in Kenya which has been in place since the year 2006 accompanied by a service guideline is important in promoting its implementation. The extent to which the policy is implemented would have a direct pairing with the quality of early childhood service delivery. The purpose of this study was to investigate the levels of monitoring and evaluation in implementation of the National Early Childhood Development Policy framework for quality service delivery in pre-primary schools in Kenya. Conflict Ambiguity Model of Policy implementation, Broffenbrenner’s Ecological systems theory and Lilian Katz perspective on quality theory were used. Mixed methods research approach and concurrent triangulation design guided the study. Data was collected using questionnaire, observation schedule and interview guides. Instruments reliability coefficient was 0.85. Qualitative data was analyzed thematically and quantitative data was analyzed using descriptive and inferential statistics. The findings indicated that a strong relation between monitoring and evaluation at p < 0.001 and quality service delivery in pre-primary schools. The study concluded that goals of the ECD policy in Kenya of enhancing quality service delivery may not be realized thus compromising on the quality of pre-primary education. Subsequently, the study recommended that the county government should allocate adequate resources both financial and human to ensure regular monitoring of pre-primary schools in an effort to promote actualization of policy guidelines in delivery of quality services and consequently promoting positive child development outcomes.

An Exploratory Study of Suicidal Ideation and Risk Behavior Among Secondary School Students in Uasin Gishu County, Kenya

Suicide is the leading cause of death among adolescents in the world. In Kenya, the rising number of teenage suicide cases is a matter of great concern. This study examined the underlying causes of suicide risk behavior among teenage secondary school students in Kenya. Participants comprised seven students who exhibited suicidal behaviour from four schools drawn from Uasin Gishu County, Kenya. Out of the seven participants, four were female, and three male students. This study adopted phenomenological design. Blank sheets of paper-were used in data production. Content analysis method was used in analyzing the written data generated. Results of this study revealed that the causes underlying suicidal risk behavior included: Depression, Hopelessness, Negative thoughts, Sexual abuse, Spiritual forces, Suicidal content from videos, lack of parental love and Mistrust. The findings of this study are useful to stakeholders in education in understanding the underlying causes of suicide, and designing prevention strategies to curb the rising cases of teenage suicides in schools in Kenya.

Knowledge and attitudes of undergraduate medical students in Kenya towards solid organ donation and transplantation: Are Africa’s future clinicians prepared?

Background: Solid organ donation and transplantation remains grossly underdeveloped in most African countries. The knowledge and attitude of tomorrow’s professionals may be key to the improvement of these services. Methods: A sample of undergraduate medical students from all the medical schools in Kenya offering Bachelor of Medicine and Bachelor of Surgery degrees were surveyed using a self-administered, web-based questionnaire, between July and September 2018. Results: Of the 303 participants, 167 (55.1%) were female. Only 8.9% of the students had read the laws governing transplantation in Kenya. An even lower percentage (3.3%) felt that they had learned enough about solid organ donation and transplantation from their medical curriculum. More than half (53%) of the respondents would subscribe as solid organ donors, which reduced to 47% when it came to consenting to donating their relatives’ organs. Less than half of the students (40%) considered they would be comfortable introducing the topic or confident answering questions (23%) related to organ donation and transplantation. Only 9.9% of the sample had ever spoken to a patient about organ donation. There was no significant association between level of study (preclinical versus clinical) and comfort introducing the topic of organ donation (P = 0.206) or experience talking to a patient about the subject (P = 0.102). Conclusion: Undergraduate medical students have significant knowledge gaps regarding organ donation and transplantation and feel ill-prepared to approach a potential donor or transplant recipient.

Stigma surrounding contraceptive use and abortion among secondary school teachers: A cross-sectional study in Western Kenya

ObjectivesComprehensive sexual education plays an essential role in adolescent sexual and reproductive health and rights (SRHR). The study aim was to investigate Kenyan secondary school teachers’ attitudes toward girls associated with contraceptive use and abortion. Study designWe conducted a cross-sectional study in January 2018 among school teachers (n = 144) at 4 religiously affiliated suburban secondary schools in Kenya and used 2 validated Likert Scales (1–5) to capture contraception and abortion stigma. ResultsOverall, 122 teachers responded (85%) (females, 57%; males 43%; age, 21–70 years [mean, 36]). Respondents associated contraceptive use with a promiscuous lifestyle (43%) that will encourage peers to do the same (51%). Respondents indicated that married women were more deserving of contraception than unmarried women (57%), a girl could not herself decide to use contraceptives (50%), and contraceptive use could impair future fertility (57%). Abortion was considered a sin (74%), shameful for the family (48%), a habit (34%), and a behavior that might encourage peers to do the same (51%). Many believed an abortion will lead to worse health (73%). Male and female teachers gave similarly distributed responses. Younger teachers were more likely to find abortion shameful (<29, 64%; 30–39, 39%; ≥40, 39%; p = 0.046). Contraception stigma and abortion stigma were highly correlated (r = 0.355, p < 0.001). ConclusionsStigmatizing attitudes associated with contraceptive use and/or abortion were common among teachers in Western Kenya. ImplicationsStigma may hinder the sexual and reproductive health and rights of students. Contraceptive use and abortion stigma need to be addressed in teacher education to ultimately improve health outcomes among adolescents.

An Assessment of Curriculum For Behaviour Change Among Learners With Emotional And Behaviour Disorders In Selected Juvenile Schools In Kenya

An Assessment of Curriculum For Behaviour Change Among Learners With Emotional And Behaviour Disorders In Selected Juvenile Schools In Kenya

Language Teaching Approaches in Kenyan Schools

Language Teaching Approaches in Kenyan Schools

English

In recent decades, school performance ranking (or ‘league table’) have become a common feature of many education systems in the world. The ranking is usually published by government and news agencies in an attempt to measure and compare the relative performance of individual schools against a number of criteria, including academic performance. This paper reports parts of larger case study that set out to investigate teachers’ and students’ perceptions of performance ranking in secondary schools in Kenya. The study participants were teachers and students of Mathematics drawn from secondary schools in Embu County in Kenya. Data were gathered through one-on-one semi-structured interviews, focus group discussions, and surveys. The transcriptions of the audio-recorded interviews and focus group discussions were analyzed by first reading the texts of the transcriptions holistically, followed by the development of codes, organizing the codes into larger categories and, finally, organizing the categories into overarching themes. This paper, in particular, examines the research findings through the lens of the existing literature on school performance rankings. The paper demonstrates how school performance rankings in Kenya have been abused over the years to the detriment of quality teaching and learning. Finally, the paper highlights the implications of school performance ranking for policy and practice. Key words: Performance ranking, league tables, accountability, teaching.

Boarding Schools as Colonizing and Oppressive Spaces: Towards Understanding Student Protest and Violence in Kenyan Secondary Schools

&lt;p style="text-align:justify"&gt;Goffman’s theory of total institutions and Fanon’s theory of violence were used to explain student protests and violence in Kenyan secondary schools. Youth violence around the world is not a new phenomenon. However, the persistence, frequency, and intensity of violence, and their consequences beg for logical explanations and remedies. This study was part of a three-year project facilitated through the Networked Improvement Community partnership for self-study and intervention. Although a holistic approach to research was applied, data for this study were gathered through narrative inquiry. Participants (teachers, principals, and members of the school community) were identified purposively using the snowball process. Data were analyzed through deductive and inductive reasoning. Findings indicate a preponderance of student protest and violence among students in boarding schools. Student violence was a response to the devaluing and oppressive environment in boarding schools which resembled total institutions, and students exercising democratic rights to protest. The paper argues that school authorities could mitigate violent protests by providing formal political means of representation and democratic decision-making; creating new spaces for negotiation and peaceful protest; listening to the voices of students; and engaging in dialogue to create a common vision and mission.&lt;/p&gt;

PLANIFICACIÓN FÍSICA Y CRECIMIENTO DE LAS ESCUELAS PRIMARIAS PRIVADAS EN KENIA

In Kenya, the number of private schools has increased more than four times since the introduction of the Free Primary Education (FPE) policy in 2003. The number of children attending private primary schools increased from 4.6% in 2004 to 11.5% in 2007. With such increment, there has been challenges on the determinants of growth of education institutions. It is against this background that the study examined the influence of physical planning on the growth of private primary schools in Kenya. the study was anchored in the resource dependency view where the managers of institutions have the ability to acquire, Plan and maintain resources that are important to the growth of an organization. The target population in this study comprised of 7,418 private primary schools in all eight regions of Kenya. Cluster sampling technique was employed of 50% of the target regions were sampled, leading to four out of eight regions being selected. From these regions random sampling was then used to select 320 respondents who were either the principals’/Head teachers or deputy principal of the schools. A questionnaire was used to collect data and Structural Equation Modeling was used to analyse data. The study found a strong and significant correlation between physical planning and growth of primary schools. This study therefore recommended that physical planning was an important factor in determining growth of private schools. The study further recommends that owners of private primary schools should be aware of the facilities that are crucial and most important to students in the teaching and learning. This will intern influence the growth of the private primary schools in Kenya.

Financial control and growth of private primary schools in Kenya

Proper management of finances in private primary schools is very imperative to their operations. There are, however, serious financial challenges in these private schools in Kenya as characterized by unprecedented high fees charged on students. The objective of this study was to assess the role of financial control in the growth of private primary schools in Kenya. The study was guided by the Cash Management Theory that gives emphasis to reasonable ways to deal with organizational finance management and efficient utilization as well as the Endogenous Growth Theory which stipulates that, in the long-run growth rate depends on a stable business environment. The study employed both quantitative and qualitative study design, which targeted 7,418 private primary schools in Kenya. Accessible population constituted of 3,431 heads of schools in four regions of Kenya namely: Nairobi, Central Kenya, Northeastern, and the Coastal regions. A random sampling method was used to draw a sample of 320 respondents who were either the principals’/Head teachers or deputy principal of the schools. A structured questionnaire was used to collect data. Structural Equation modeling using Analysis of Moment Structures was used to analyze the data. The fitness of the hypothesized structural and measurement models was tested using the Normed Fit Index and the Root Mean Squared Error. The overall path coefficients obtained were positive and significant at a 0.05 level of significance. The study established that financial control positively and significantly influenced the growth of private primary schools. The study recommended that private primary schools should have effective budget management mechanisms and strong financial controls.

Effect of principals' relationship management on the organisational commitment of teachers in secondary school in county governments in Kenya

The purpose of this study was to investigate the influence principals’ relationship management (RM) on the organizational commitment (OC) of secondary school teachers in county governments in Kenya as moderated by teachers’ self-efficacy. This study hypothesized that principals’ RM has no significant relationship on the teachers’ OC. Survey research design was employed to establish the relationship between principals’ RM and teachers’ OC. Simple random sampling was used to draw a sample of 120 principals and 480 teachers from Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya. The method of data collection was through the use of questionnaires. This study established that principals’ RM was a significant predictor of teachers’ OC. The study also established that teachers’ self-efficacy moderated the relationship between principals’ RM and teachers’ OC and that self-efficacy had positive influence on teachers OC. The study recommends that Teachers’ Service Commission (teachers’ employer) should put more emphasize on training of RM among principals in secondary schools in Kenya. This study makes useful contribution in the advancement of knowledge on the effects of principals’ RM on teachers’ OC in Kenya.

Assessment of Access of Reading Resources in Bolstering Extensive Reading Habits and Composition Writing Skills in Secondary Schools in Kenya

Reading resources in schools can help in inculcating the reading culture and reading proficiency amongst students. This may help learners develop rational skills that are crucial in dealing with the current unpredictable and dynamic world. There has been a concern from educationist and researchers about the declining reading interest among secondary school learners in Kenya and one of the causes could be unavailability of reading resources amongst other determiners. This study was prompted by the lack of adequate reading resources that can bolster and sustain reading interest among secondary schools learners in Laikipia County in Kenya. The study therefore sought to establish whether there existed any relationship between availability and access of extensive reading resources and development of extensive reading habits evidenced in composition writing amongst learners. The study was guided by Piaget's (1952)) Schema Theory. The study used descriptive survey research design. Fifteen secondary schools in Laikipia County were sampled using proportional stratified sampling technique in five sub-counties across the county. Purposive sampling was used to sample 30 out of 80 (37.5%) teachers of English language. A Simple random sampling technique was used to sample 327 students out of appproximately 2670 students (12.24%) in form 2 and 3 in the County. The research instruments used for data collection included: questionnaire for students, interview guides for teachers and composition writing test. A pilot study of the instruments was done to ensure their validity and reliability in a co-educational secondary school in the neighbouring county that was not involved in the study. The reliability of the questionnaire and interview guide was estimated using Cronbach’s alpha coefficient as 0.871 which met the recommended threshold of 0.7 and above. Analysis of data was done using descriptive statistics such as frequency, tables and percentages. T-test was done at 95% confidence level (F(2) = 80.933, P = .001) to establish whether there was statistically significance difference between availability of reading resources and development of extensive reading habits captured in composition writing mean scores of different categories of school using (SPSS) version 17. Qualitative data were organized according to the study themes and presented descriptively on the basis of the study objective. It was established that learners in secondary schools with adequate extensive reading resources performed better in composition writing than those who did not. Therefore, it was established that inadequate supply of reading resources in schools had a negative impact on development of reading interest amongst learners. The study recommended that schools should collaborate with various stakeholders to solicit reading resources so as to promote access of reading materials and reading culture in schools and consequently improve learners’ composition writing skills.

African Literary Manuscripts and African Archives by Bernth Lindfors

Reviewed by: African Literary Manuscripts and African Archives by Bernth Lindfors Chris Dunton African Literary Manuscripts and African Archives BY BERNTH LINDFORS Africa World Press, 2020. vi + 320 pp. ISBN 9781569026670 cloth. This substantial and wide-ranging collection of Lindfors’s work gathers together twenty-one essays, mostly reprinted, though the final cluster are new. Indications of place and date of first publication are given at the end of some (though not all of the) essays, rather than there being a consolidated record of publishing history. Lindfors begins by stating, “I have had opportunities to carry out research in environments in Africa, Europe and the United States, where abundant resources have enabled me to learn something new about particular African writers and their texts” (1). Much of the present collection gives a good sense of the thrill of the archival chase (at one point Amos Tutuola’s family confide in Lindfors their belief that “‘perhaps you were a policeman before’” [48]), though one wishes there had been at least a short note on the logistical problems incurred in working in archives in Africa, as caveat/encouragement for future researchers. (This reviewer remembers his profound gratitude at discovering a UK-published guide to that most Byzantine of institutions, the Bibliotheque Nationale, Paris, before setting out to work in the place.) The opening essay, “‘Beware the Ides of March’: Amending Julius Nyerere’s Julius Caesar,” begins with an account of how Lindfors was step-by-step drawn into African literary studies, with his appointment in 1957 under the Teachers for Africa program to a school in Kenya. Lindfors’s account of this personal history is full of startling insights and memories and tinged with his trademark laconic humor. This essay, which covers 1957 and the consequent sea-change in Lindfors’s life (and that of his family!), goes on to dive into the nitty-gritty, recounting his first AfrLit project, a translation of Nyerere’s Kiswahili version of Julius Caesar back into English and sending emendations to Nyerere that were incorporated into later editions. Another essay on early issues of the journal African Literature Today demonstrates Lindfors’s ability to engage with criticism of his own work, some of which has been snide, or worse. On two colleagues who crossed swords [End Page 211] with him he states, “we are now the best of friends, having mellowed with age into a state of geriatric bliss” (22). An essay on Tutuola’s first manuscript, The Wild Hunter in the Bush of Ghosts, offers a typical synthesis of archival detective work and litcrit (a bit heavy on plot summary, but we’ve all been there). There are nice asides, such as “Tutuola’s vision of Hell as a vast bureaucracy is one of the most entertaining conceptions in the whole story—something no doubt inspired by the government offices in Lagos with which his job brought him into regular contact” (29). The remaining essays range across the following disciplinary foci: close textual analysis, biography, gold mining, and critical analysis. Among those essays using close textual analysis is a piece on Achebe’s revisions to the manuscript of A Man of the People as insight into the author’s awareness “that the language was extraordinarily important” (82). Among those exploring biography, Lindfors recounts the shenanigans attending the 1960 Rockefeller Foundation grant, which took Soyinka back to Nigeria after years in the UK. Answering his own question, were Rockefeller taken for a ride?, with a fine command of extended metaphor, Lindfors comments: “Rockefeller only set the wheels in motion; Soyinka did all the navigating, following his own impulses and boldly steering a course to unbridled artistic freedom” (123). Another piece on Soyinka is on and around a 1966 BBC radio production of The Lion and the Jewel; there is fascinating material here on the business of theater, on how a production is put together, as well as extensive quotations from a BBC survey of audience reactions. This could provide material for a debate-style play, with characters based on the actual listeners surveyed, such as Housewife and Cartographer’s Draughtsman. Another biographical essay, “Okigbo as Jock,” reveals the poet and the scholar’s shared love of...