The Educated Street Boy

The book is based on a true story on how a father, Athur Kingoina, mistreats his youngest son, Maxwell Ratemo who had just graduated from Nairobi University with a B.Com degree. His father occasionally, receives some money from his other three children who are studying in the US and thinks that the one at home should have a job and may be, be in a position of giving him money too. His girlfriend, Rosalina, is not kind either. She jilts him for another man whom he meets with her at Uhuru Park enjoying their time. The good thing was that he didn't confront them. This tough life makes him to run away from home to even a tougher life of being a street boy in Nakuru town after searching for a job in vain. A road accident one evening which nearly took his life, changed everything. When all these events were happening in the life of Ratemo, politicians were campaigning in preparation for the general elections which was scheduled to take place at the end of the year; Dec.27.2007. When the time reached and the electorates cast their votes, chaos erupted after the tallying had been done and the incumbent president was declared the winner. The results were disputed which sparked the violence. A great destruction was done to both human lives and properties. Business operations were disrupted for two months. This impacted negatively to jobs, especially into those foreign companies which had ventured to do business in the country. The majority of them, wound up their business ventures and re-located to other countries which were politically stable. Ratemo's company, DIMA investment was no exception. After the lull of the big storm of violence, the company found that it had made unsurmountable loss, it laid off almost all the workers and later on wound its business rendering many employees jobless.

The storyline is based on a true story. It is about a young many, Ratemo, who faces unsurmountable tribulations under the hands of his father. He is a Nairobi university graduate, who wasn't lucky enough to secure himself a job. The constant nagging of his father and the snubbing of his girlfriend, Rosalina, made him to run away from home in search of his destiny, not until a near fatal car accident did he get it. The post- election violence of 2007-2008, didn't make it any softer for him, it robbed him the little achievement that he had made; though for a short time!

"Displacement, relocation, dissociation: each of these terms elicits images of mass migration, homelessness, statelessness, or outsiderness of many kinds, too numerous to name. This book aims to create opportunities for scholars, practitioners, and silenced voices to share theories and stories of progressive and transgressive music pedagogies that challenge the ways music educators and learners think about and practice their arts relative to displacement. Displacement is defined as encompassing all those who have been forced away from their locations by political, social, economic, climate, and resource change, injustice, and insecurity. This includes: - refugees and internally displaced persons; - forced migrants; - indigenous communities who have been forced off their traditional lands; - people who have fled homes because of their gender identity and sexual orientation; - imprisoned individuals; - persons who seek refuge for reasons of domestic and social violence; - homeless persons and others who live in transient spaces; - the disabled, who are relocated involuntarily; and - the culturally dispossessed, whose languages and heritage have been taken away from them. In the context of the first ever book on displacement and music education, the authors connect displacement to what music might become to those peoples who find themselves between spaces, parted from the familiar and the familial. Through, in, and because of a variety of musical participations, they contend that displaced peoples might find comfort, inclusion, and welcome of some kinds either in making new music or remembering and reconfiguring past musical experiences. Contributors are: #4459, Efi Averof Michailidou, Kat Bawden, Rachel Beckles Willson, Marie Bejstam, Rhoda Bernard, Michele Cantoni, Mary L. Cohen, Wayland "X" Coleman, Samantha Dieckmann, Irene (Peace) Ebhohon, Con Fullam, Erin Guinup, Micah Hendler, Hala Jaber, Shaylene Johnson, Arsène Kapikian, Tou SaiKo Lee, Sarah Mandie, David Nnadi, Marcia Ostashewski, Ulrike Präger, Q, Kate Richards Geller, Charlotte Rider, Matt Sakakeeny, Tim Seelig, Katherine Seybert, Brian Sullivan, Mathilde Vittu, Derrick Washington, Henriette Weber, Mai Yang Xiong, Keng Chris Yang, and Nelli Yurina"--

This book explores underachievement of boys and girls in secondary education. The author focuses her empirical study on the alarming underachievement of African Caribbean boys in British schools in comparison to other groups. She also adopts a historical perspective to compare West Indian children who arrived in Britain in the 1960s and 1970s (many labeled as ESN) (Coard 1971) to problems faced by black boys in todays classrooms. Janet Graham also explores the impact of globalization, population movement, government policies, and diversity on black boys education provision in inner-city schools in Britain. She investigates masculinity, subcultures, peer-group pressures, and exclusion from school and their impact on black boys education. The institutional focus study sets the context for the empirical study and provides a perspective from voices of black boys in one inner-London school to find out what they think about school, learning, subcultures, peer-group pressures, and teachers. As a contrast, teachers views of the boys are also provided. This book will be of interest to educationalists, teachers, parents, school management, and government bodies interested in race, diversity, achievement, who want to bring about change to improve life chances.

Migration and the Education of Young People 0–19 investigates migration from a number of perspectives to consider the changing dynamics of society within different countries. Examining the data associated with global migration by focusing on case studies from a wide range of countries, it provides detailed and balanced coverage of this politically sensitive topic to explore the educational needs of migrant young people, the impact of large-scale migration to and from countries and the policy challenges that individual countries face when ensuring adequate provision for migrant young people within their education systems. Chapters cover: The reasons why people might move Social and emotional learning in Britain: a tool to guard against cultural pollution? Migration into a global city: the economic and educational success of London Latvian people on the move and the impact on education People’s movement – Greece Return migration in Lithuania: incoming challenges for children’s education The United States, Latin America, immigration and education Tanzanian street children: victims, ordinary lives or extraordinary survivors? This book explores the changing social dynamics through an extensive range of case studies and will be an essential resource for students taking undergraduate and postgraduate courses in education, sociology and international relations.