ABSTRACT
[abstract: African Indigenous Education (AIE) in Kenyan universities as a topic, let alone as a decolonizing and transformational tool, has been under-researched and severely misunderstood. The absence of Indigenous ways of knowing denies the African child’s mind essential tools for the development of thoughts, feelings, emotions, personality, and interpretation of reality. Using a historical trajectory, the chapter examines the evolution of the university mission, curricular and faculty work from the colonial epoch, the post-independence era as well as in the contemporary period to argue that university as it stands now is bereft of attributes that nurture downtime for reflection, conversation, human connection, and the general well-being of body, mind, and soul. ]
