Kenneth King
Biographic Data
| ID | 3585795 |
|---|---|
| NAME | Kenneth King |
| GIVEN NAMES | Kenneth |
| FAMILY NAME | King |
| SIGNATURE | KING K |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0009-0003-9293-0837 |
| VERIFIED | Yes |
| TOTAL WORKS | 58 |
| TOTAL CITATIONS | 210 |
| AUTHOR COUNT | 53 |
| EDITOR COUNT | 5 |
| FIRST PUBLICATION YEAR | 1969 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 9 |
On Performativity: Idols and Icons
Film, TV, and social media greatly expanded the possibilities and parameters of theatre and performance. Happenings, multimedia works, and performance art, as well as virtuosic vocal acrobats and shape-shifting innovators like Lily Tomlin, John Leguizamo, Anna Deavere Smith, Tracey Ullman, Barry Humphries, and Charles Pierce have created mercurial, multicharacter spectacles. The cultural fıssion of this performance synergy also encompasses maveri…
And if my goal is never to leave Casey House?”: The significance of place attachment for patients at a specialty HIV hospital in Toronto, Canada
India's Development Diplomacy & Soft Power in Africa
Unpacks the histories, actors and geopolitics of India's soft power and evolving engagements with Africa. Since independence India has deployed its soft power in Africa, with educational aid and capacity-building at the heart of its Africa policy. However, following economic liberalisation and in a quest for greater global influence, India's geopolitics have changed. The country's discourse on Africa has shifted from the mantras of post-colonial …
India's Development Diplomacy and Soft Power in Africa
Feasibility, acceptability, concerns, and challenges of implementing supervised injection services at a specialty HIV hospital in Toronto, Canada: Perspectives of people living with HIV
Our data showed widespread support of, and need for, hospital-based SIS among client stakeholders; however, attempts to reduce negative impacts on non-drug using clients need to be considered in the balance of implementation plans. Given the increased risks of morbidity and mortality for PLHIV who inject drugs as well as the problems in retaining them in care in a hospital setting, SIS is a key component of improving care for this marginalized gr…
Do Mock-Ups, Presentations of Evidence, and Q&as Help Participants Voice Their Opinions during Focus Groups and Interviews About Supervised Injection Services
Controversial facilities (e.g., supervised injection services (SIS), methadone clinics, and social housing) may require feasibility studies that asses their acceptability among community stakeholders before their implementation. However, controversies about these facilities may make stakeholders ambivalent or hesitant to express opinions about them because various sources of information disagree about their harms and benefits. We responded to thi…
Possibilities and priorities for Ijed in times of uncertainty: A 40th anniversary analysis
India’s South-South Cooperation in Human Resource Development
The article reviews several of the main modalities of India’s human resources’ involvement with other developing economies, and especially those in Africa. These involve the provision of long-term scholarships and short-term professional training awards. Comparison is made, in the case of international students, between the scholarship and privately funded categories, and also between those from Commonwealth and non-Commonwealth countries. Compar…
Confucius Institutes in Africa
When Confucius Institutes (CIs) appeared on the continent in 2005 there had already been initiatives and plans by China for the teaching of Chinese in both East and West Africa. For instance, Chinese teachers had been active in many African countries in the 1970s. The major initiative to teach Chinese in Africa was in the modern foreign languages' department of the University of Stellenbosch. The CIs, as an example of cultural diplomacy, are some…
Lost in translation? The challenge of translating the global education goal and targets into global indicators
In this article the history of global education goal- and target-setting is traced from 1990 to 2015. After the highly inclusive process of developing the Sustainable Development Goals (SDGs) and their targets, a much more technical process has produced the global indicators. The challenge of securing the ambitious targets for education in SDG 4 and assessing them via the global indicators is reviewed with particular attention to primary and seco…
The global targeting of education and skill: Policy history and comparative perspectives
This analysis covers the period from 1925 to 2016 in respect of constructing national and global goals and targets in education and training. Tensions between global and national approaches to target-setting are identified. Equally, the ownership of the global target discourse is discussed along with its contested relevance to both developed and developing economies. The process of constructing Sustainable Development Goal 4 (on Education) is lai…
Community Engagement in Health Status Instrument Development: Experience With the HIV Disability Questionnaire
The HDQ is the first HIV-specific questionnaire to describe disability experienced by adults with HIV. Engaging community research partners in the development of the HDQ enhanced the questionnaire's relevance, feasibility, and face and content validities. This approach may be considered by others interested in health status instrument development
China's engagement with the post-2015 development agenda: The case of education and training
China's Aid and Soft Power in Africa: The Case of Education and Training
China's increasing role as an education donor in Africa, and the significance of this both economically and politically. Why does China run one of the world's largest short-term training programmes, with plans to bring 30,000 Africans to China between 2013 and 2015? Why does it give generous support to 31 Confucius Institutes teaching Mandarin and Chinese culture at many of Africa's top universities from the Cape to Cairo? Why is China one of the…
Post-2015 agendas: Northern tsunami, southern ripple? The case of education and skills
The geopolitics and meanings of India's massive skills development ambitions
The New Aid Architecture in Ghana: Influencing Policy and Practice
The new politics of aid to education—Rhetoric and reality
China's cooperation in education and training with Kenya: A different model
Education, skills, sustainability and growth: Complex relations
Beyond the basics: Educating and training out of poverty
Balancing basic and post-basic education in Kenya: National versus international policy agendas
Multilateral agencies in the construction of the global agenda on education
This article traces the construction of the educational dimension of the global development agenda over the period 1990 to 2006. It argues that the multilateral agencies, and notably the World Bank, UNICEF, UNESCO and UNDP, played vital roles in designing the architecture of this world agenda, supported at a key stage by the Development Assistance Committee (DAC) of the OECD. The milestones in this process were the World Conference on Education f…
The Beijing China-Africa Summit of 2006: The New Pledges of Aid to Education in Africa
The China-Africa Summit of 4–5 November 2006 was the largest ever high-level conference on Africa held outside of the continent. In its relations with African countries, China has traditionally avoided presenting itself as a donor, preferring to see itself as a large developing country working alongside other developing countries. It pursued a gradualist and integrated approach towards cooperation that emphasised the mutuality and two-sidedness o…
Implementing STS Curriculum: From University Courses to Elementary Classrooms
Elementary education students enrolled in both science methods and social studies methods coursework implemented standards-based STS lessons during their clinical experience. Data were collected from preservice teachers, elementary/middle school students, and cooperating in-service teachers. Findings from each school group include (a) preservice teachers' content knowledge in science and social studies hindered their development of meaningful STS…
Multilateral agencies in the construction of the global agenda on education
This article traces the construction of the educational dimension of the global development agenda over the period 1990 to 2006. It argues that the multilateral agencies, and notably the World Bank, UNICEF, UNESCO and UNDP, played vital roles in designing the architecture of this world agenda, supported at a key stage by the Development Assistance Committee (DAC) of the OECD. The milestones in this process were the World Conference on Education f…
The Kenya Maasai and the protest phenomenon, 1900–1960
This article is concerned to show some of the dimensions of political activity amongst the Kenya Maasai in the first half of this century. Primarily, the focus is not on the ‘traditional’ Maasai, but on the small but not insignificant educated group who, despite the restrictions of the Maasai Reserve, participated in the growth of Kenya's modern African politics. Certain crucial events in East Africa—the circumcision crisis, independency in churc…
Banking on Knowledge: The new knowledge projects of the World Bank
The World Bank was the first cooperation agency seriously to explore the implications for itself and its clients of the heightened role of knowledge in economic and institutional development that had become increasingly evident in OECD countries. Beginning with its president's decision in 1996 to become 'the Knowledge Bank', different elements within the Bank went on to elaborate a knowledge discourse, most notably within the World Development Re…
Lost in translation? The challenge of translating the global education goal and targets into global indicators
In this article the history of global education goal- and target-setting is traced from 1990 to 2015. After the highly inclusive process of developing the Sustainable Development Goals (SDGs) and their targets, a much more technical process has produced the global indicators. The challenge of securing the ambitious targets for education in SDG 4 and assessing them via the global indicators is reviewed with particular attention to primary and seco…
The geopolitics and meanings of India's massive skills development ambitions
Balancing basic and post-basic education in Kenya: National versus international policy agendas
James E. K. Aggrey: Collaborator, Nationalist. Pan-African
(1970). James E. K. Aggrey: Collaborator, Nationalist. Pan-African. Canadian Journal of African Studies / Revue canadienne des etudes africaines: Vol. 3, No. 3, pp. 511-530
Kenya Historical Biographies
Knowledge-based aid: A four agency comparative study
Beyond the basics: Educating and training out of poverty
Africa's Young Majority
Barbara Trudell, Kenneth King, Simon McGrath and Paul Nugent (eds), Africa's Young Majority. Edinburgh: Centre of African Studies, University of Edinburgh, 2002, 342 pp., £19.50, ISBN 0 9527917 7 3 (paperback). - Volume 73 Issue 4
China's cooperation in education and training with Kenya: A different model
Education, skills, sustainability and growth: Complex relations
Post-2015 agendas: Northern tsunami, southern ripple? The case of education and skills
The Beijing China-Africa Summit of 2006: The New Pledges of Aid to Education in Africa
The China-Africa Summit of 4–5 November 2006 was the largest ever high-level conference on Africa held outside of the continent. In its relations with African countries, China has traditionally avoided presenting itself as a donor, preferring to see itself as a large developing country working alongside other developing countries. It pursued a gradualist and integrated approach towards cooperation that emphasised the mutuality and two-sidedness o…
Transparency or tyranny? Achieving international development targets in education and training
The vocational school fallacy revisited: Education, aspiration and work in Ghana 1959–2000
Microenterprise: Macroeconomic environment: Revisiting Kenya's informal (jua kali) sector against the background of the formal globalising economy
From comparative to international studies in education: Towards the co-ordination of a British resource of expertise
Development and Education in the Narok District of Kenya
Journal Article DEVELOPMENT AND EDUCATION IN THE NAROK DISTRICT OF KENYA: THE PASTORAL MAASAI AND THEIR NEIGHBOURS Get access KENNETH KING KENNETH KING Centre of African Studies, Edinburgh University Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 71, Issue 285, October 1972, Pages 389–407, https://doi.org/10.1093/oxfordjournals.afraf.a096281 Published: 01 October 1972
James E. K. Aggrey: Collaborator, Nationalist, Pan-African
Possibilities and priorities for Ijed in times of uncertainty: A 40th anniversary analysis
The external agenda of aid in internal educational reform
The new politics of international collaboration in educational development: Northern and Southern research in education
Educational Transfer in Kenya and Tanzania
James E. K. Aggrey: Collaborator, Nationalist, Pan-African
James E. K. Aggrey: Collaborator, Nationalist. Pan-African
(1970). James E. K. Aggrey: Collaborator, Nationalist. Pan-African. Canadian Journal of African Studies / Revue canadienne des etudes africaines: Vol. 3, No. 3, pp. 511-530
The Kenya Maasai and the protest phenomenon, 1900–1960
This article is concerned to show some of the dimensions of political activity amongst the Kenya Maasai in the first half of this century. Primarily, the focus is not on the ‘traditional’ Maasai, but on the small but not insignificant educated group who, despite the restrictions of the Maasai Reserve, participated in the growth of Kenya's modern African politics. Certain crucial events in East Africa—the circumcision crisis, independency in churc…
Development and Education in the Narok District of Kenya
Journal Article DEVELOPMENT AND EDUCATION IN THE NAROK DISTRICT OF KENYA: THE PASTORAL MAASAI AND THEIR NEIGHBOURS Get access KENNETH KING KENNETH KING Centre of African Studies, Edinburgh University Search for other works by this author on: Oxford Academic Google Scholar African Affairs, Volume 71, Issue 285, October 1972, Pages 389–407, https://doi.org/10.1093/oxfordjournals.afraf.a096281 Published: 01 October 1972
Kenya Historical Biographies
Productive Labour and the School System: Contradictions in the Training of Artisans in Kenya
The issue of productive labour in African school systems raises very different questions from the experience of this in either Russia or China [1]. At first sight, such work seems now to be conspicuously absent from the primary and secondary schools of most countries except Tanzania. Nevertheless, it has begun to be the subject of some considerable debate even in those countries where it does not apparently figure at all in the ordinary school cu…
Indo-African Skill Transfer in an East African Economy
Journal Article INDO-AFRICAN SKILL TRANSFER IN AN EAST AFRICAN ECONOMY Get access KENNETH KING KENNETH KING Kenneth King taught in the Department of History in Nairobi University from 1968 to 1971, and is now attached to the Centre of African Studies at Edinburgh, in the field of African education. He is the author of Pan-Africanism and Education, and has edit the Autobiography of Harry Thuku and Kenya Historical Biographies. He was co-author wit…
Interview: Dance Plus
Dilemmas of Research Aid to Education in Developing Countries
Formal, nonformal and informal learning: Some North-South contrasts
Educational Transfer in Kenya and Tanzania
Technological Capability in the Third World
North-South Collaborative Research in Education
The nature of North?South collaboration on educational research is heavily influenced by the existence of external education aid projects in the Third World. Donors require evaluations of projects: they are torn between asking Third World researchers to carry out — and legitimate — this function, or First World researchers, because they want ‘objectivity’. In general, Third World researchers do not participate in transnational research on equal t…
North-south collaborative research in education
Science and Technology Images and Policies in the Ambits of Education, Training and Production in Chile
(1986). Science and Technology Images and Policies in the Ambits of Education, Training and Production in Chile. Compare: A Journal of Comparative and International Education: Vol. 16, No. 1, pp. 37-63
The new politics of job training and work training in Africa
The new politics of international collaboration in educational development: Northern and Southern research in education
From comparative to international studies in education: Towards the co-ordination of a British resource of expertise
The external agenda of aid in internal educational reform
Accelerating ozone layer protection in developing countries
Education for All: National and international implications
(1993). Education for All: national and international implications. Compare: A Journal of Comparative and International Education: Vol. 23, No. 1, pp. 5-8
Reza Abdoh's Quotations from a Ruined City
Scan
Microenterprise: Macroeconomic environment: Revisiting Kenya's informal (jua kali) sector against the background of the formal globalising economy
Enterprise in Africa
Internationally, donors are increasing their emphasis on poverty-focused policies and on the notion of pro-poor growth. This publication examines key elements of the debate about small and micro enterprises (SMEs) from the perspective of the current poverty-growth debate and in the specific context of Africa. Contributing authors consider issues such as the effect of the macroeconomic climate on small enterprise development, the effectiveness of …
Political science (45 works) · Economics (28 works) · Economic growth (25 works) · Geography (23 works) · Global Educational Policies and Reforms (23 works) · Sociology (22 works) · Law (16 works) · International Development and Aid (14 works) · Politics (14 works) · Law (13 works)