Abstract
This article explores how Maasai cultural practices could be applied to the goal Kenya has long held of developing a sense of nation among its diverse peoples. It sets the context for education for post-independence Africa and examines patterns of development in Kenyan education from 1964 to 1992. Maasai practices-in-culture, or enculturative processes, are explored, with the suggestion that these provide some solutions to problems in Kenyan education, and experiments with reifying this through music.
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