by: Peter Simatei, Director, Moi University African Cluster Centre--East African Deans of Humanities Symposium | Consortium of Humanities Centers and Institutes
This report outlines the key ideas and strategic insights emerging from the East African Humanities Deans Symposium held at Moi University, Kenya, on 5-6 May 2025, and hosted by Moi University African Cluster Centre. The Symposium was convened to examine the current condition, challenges, and prospects of the humanities in regional higher education. The symposium was sponsored by the Consortium of Humanities Centres and Institutes as part of its membership activity program.
The symposium brought to the fore a range of key themes that reflect both the enduring significance and the precarious status of the humanities within the East African regional higher education systems. A central concern was the growing marginalization of the humanities in favor of STEM disciplines, despite the humanities' foundational role in fostering ethical reasoning, civic engagement, and cultural preservation. There was a strong consensus on the need to reclaim and reaffirm the value of humanities education beyond its economic utility.
Participants also noted a troubling disjuncture between policy rhetoric and educational reality. While discourses around creativity, talent, and the "creative economy" have gained prominence, these have not translated into substantive support for the humanities. instead, the arts and humanities continue to be treated as secondary or fallback options, undermining their potential and reducing them to rhetorical tokens rather than policy priorities. This is more so the case in Kenya and Uganda.
The symposium further traced this devaluation to historical and structural roots. From colonial neglect and post-independence instrumentalization to the market-driven reforms of the neoliberal era, the humanities have long been shaped by policy environments that fail to recognize their broader intellectual and civic value. These historical dynamics continue to influence current perceptions and funding decisions.
At the same time, digital technologies—particularly in the form of digital humanities and artificial intelligence—present both new opportunities and significant risks. While digital tools offer the potential to expand access, foster innovation, and enhance research capabilities, there is concern that uncritical adoption, especially of AI, could lead to the erasure or distortion of African cultural perspectives. Participants emphasized the need for critical, context-sensitive engagement with technological change.
The practical value of the humanities was also made clear through discussions of public engagement and community impact. Far from being abstract or disconnected from everyday concerns, the humanities were shown to play a vital role in areas such as public health, youth education, and social cohesion. Initiatives such as applied theatre and participatory research illustrate how the arts can foster dialogue, empower communities, and contribute to social transformation.
There was a strong call to move beyond the binary of arts versus sciences by embracing curricular integration and interdisciplinarity. A holistic, cross-disciplinary approach to education is necessary to address complex contemporary challenges and to cultivate a more inclusive and dynamic knowledge landscape.
Institutional leadership emerged as a critical factor in this process. Academic leaders—particularly deans—are under increasing pressure to maintain educational quality in the face of budget cuts and heightened demands. The symposium underscored the importance of strategic leadership, advocacy, and the development of innovative partnerships to ensure sustainability and revitalization of the humanities.
Finally, language and cultural diplomacy were highlighted as vital dimensions of humanities education. Kiswahili, in particular, was recognized as a key instrument of national unity, regional integration, and global cultural engagement. Promoting African languages and local knowledge systems within the academy is central to reclaiming epistemic agency and enhancing Africa’s presence in international scholarly and diplomatic arenas.
Recommendations
Reposition the humanities as central to the mission of universities and democratic society.
Reform curricula to enable meaningful interdisciplinarity between arts and sciences.
Invest in digital infrastructure and training to support Digital Humanities initiatives.
Promote applied, community-engaged/ public humanities to demonstrate relevance and impact.
Equip academic leaders with tools to advocate for the humanities and diversify funding sources.
Strengthen the place of African languages and cultural knowledge in research, teaching, and policy.
Conclusion: The symposium made clear that the future of the humanities in East Africa depends on coordinated action to challenge policy neglect, embrace innovation, and reinforce their essential role in society. While under strain, the humanities remain a vital force for critique, imagination, and transformation. The participants thus agreed to establishment of the Eastern African Humanities Forum to serve as a collaborative platform for scholars, institutions, and policymakers to advocate for the humanities, share best practices, conduct joint research, influence regional education policy, and amplify the role of the humanities in shaping inclusive, democratic, and culturally grounded knowledge systems.
Final Product: Publication of the proceedings of the symposium is planned.
Participants, Affiliation, and Bios
Tom Michael Mboya
Affiliation: Moi University (Director, International Office)
Bio: A scholar engaged in exploring higher education policy and globalization, Tom Mboya brings critical insights into the internationalization of African universities. His work interrogates how global academic trends affect local institutional priorities, especially in the humanities.
Wandia Njoya
Affiliation: Daystar University (Immediate former Chair, Literary Studies)
Bio: An educationist and public intellectual, Wandia Njoya specializes in the history and policy of arts and humanities education in Kenya. Her work critiques the shifting narratives and policy contradictions surrounding the value of creativity and cultural education.
Hassan Ndzovu: Affiliation: Moi University (Chair, Religion & Philosophy)
Bio: A scholar of religion and society, Hassan Ndzovu focuses on the sociology of knowledge in African universities. His research highlights public and institutional attitudes toward the humanities and social sciences, advocating for their strategic revival.
Richard Makhanu Wafula
Affiliation: Kenyatta University (Dean, Humanities and Social Sciences)
Bio: A literary scholar and higher education advocate, Richard Wafula addresses the philosophical and political dimensions of academic freedom. His work defends the arts and humanities against marginalization in STEM-centric education models.
Joseph Kahiga
Affiliation: Moi University
Bio: A philosopher with expertise in metaphysics and ethics, Joseph Kahiga advocates for philosophy as the intellectual core of the humanities. His work applies the Socratic method to foster critical, value-based knowledge across disciplines.
Mary P. N. Wahome
Affiliation: Moi University (Dean, School of Arts and Social Sciences)
Bio: A scholar of philosophy and educational thought, Mary Wahome champions the role of ethical inquiry and critical thinking in higher education. She critiques market-driven reforms and reasserts the civic mission of the humanities in African societies.
Christopher Odhiambo Joseph
Affiliation: Moi University (Immediate former Dean, Research and Graduate Studies)
Bio: A theatre and performance studies scholar, Christopher Odhiambo is known for his work in applied theatre and community engagement. His projects use participatory performance to address social issues, especially youth reproductive health.
Peter Simatei
Affiliation: Moi University (Director, Moi University African Cluster Centre)
Bio: A leading voice in African and diaspora literary studies, Peter Simatei investigates the cultural and intellectual tensions in African humanities. His work explores the role of critical thought in negotiating postcolonial identities and state power.
Paul Abiero Opondo
Affiliation: Moi University
Bio: A historian and education researcher, Paul Opondo examines curriculum development and the integration of digital tools in humanities education. His work emphasizes the need for intercultural competencies and African epistemologies in higher education.
Rose A. Upor
Affiliation: University of Dar es Salaam (Principal, College of Arts and Humanities)
Bio: Rose Upor is a scholar of African cultural studies with a special interest in the interface between technology and humanistic scholarship. She engages with the implications of artificial intelligence on African humanities and scholarly autonomy.
David Ogoti Ongarora
Affiliation: Maseno University (Dean, School of Arts and Social Sciences)
Bio: A linguist and curriculum theorist, David Ongarora promotes multidisciplinary integration in university education. His work challenges rigid separations between the sciences and the arts, advocating for holistic curriculum models.
Ben Wekesa
Affiliation: Kibabii University (Dean, Arts and Humanities)
Bio: An academic administrator and scholar of education leadership, Ben Wekesa focuses on managing higher education under financial constraints. He emphasizes strategic adaptation, quality assurance, and support for the humanities.
Mosol Kandagor
Affiliation: Moi University (Associate Dean, Arts and Social Sciences)
Bio: A Kiswahili scholar and language advocate, Mosol Kandagor explores the role of African languages in national cohesion, regional integration, and global discourse. His work promotes Kiswahili as a tool of cultural diplomacy and identity formation.
This report outlines the key ideas and strategic insights emerging from the East African Humanities Deans Symposium held at Moi University, Kenya, on 5-6 May 2025, and hosted by Moi University African Cluster Centre. The Symposium was convened to examine the current condition, challenges, and prospects of the humanities in regional higher education. The symposium was sponsored by the Consortium of Humanities Centres and Institutes as part of its membership activity program.
The symposium brought to the fore a range of key themes that reflect both the enduring significance and the precarious status of the humanities within the East African regional higher education systems. A central concern was the growing marginalization of the humanities in favor of STEM disciplines, despite the humanities' foundational role in fostering ethical reasoning, civic engagement, and cultural preservation. There was a strong consensus on the need to reclaim and reaffirm the value of humanities education beyond its economic utility.
Participants also noted a troubling disjuncture between policy rhetoric and educational reality. While discourses around creativity, talent, and the "creative economy" have gained prominence, these have not translated into substantive support for the humanities. instead, the arts and humanities continue to be treated as secondary or fallback options, undermining their potential and reducing them to rhetorical tokens rather than policy priorities. This is more so the case in Kenya and Uganda.
The symposium further traced this devaluation to historical and structural roots. From colonial neglect and post-independence instrumentalization to the market-driven reforms of the neoliberal era, the humanities have long been shaped by policy environments that fail to recognize their broader intellectual and civic value. These historical dynamics continue to influence current perceptions and funding decisions.
At the same time, digital technologies—particularly in the form of digital humanities and artificial intelligence—present both new opportunities and significant risks. While digital tools offer the potential to expand access, foster innovation, and enhance research capabilities, there is concern that uncritical adoption, especially of AI, could lead to the erasure or distortion of African cultural perspectives. Participants emphasized the need for critical, context-sensitive engagement with technological change.
The practical value of the humanities was also made clear through discussions of public engagement and community impact. Far from being abstract or disconnected from everyday concerns, the humanities were shown to play a vital role in areas such as public health, youth education, and social cohesion. Initiatives such as applied theatre and participatory research illustrate how the arts can foster dialogue, empower communities, and contribute to social transformation.
There was a strong call to move beyond the binary of arts versus sciences by embracing curricular integration and interdisciplinarity. A holistic, cross-disciplinary approach to education is necessary to address complex contemporary challenges and to cultivate a more inclusive and dynamic knowledge landscape.
Institutional leadership emerged as a critical factor in this process. Academic leaders—particularly deans—are under increasing pressure to maintain educational quality in the face of budget cuts and heightened demands. The symposium underscored the importance of strategic leadership, advocacy, and the development of innovative partnerships to ensure sustainability and revitalization of the humanities.
Finally, language and cultural diplomacy were highlighted as vital dimensions of humanities education. Kiswahili, in particular, was recognized as a key instrument of national unity, regional integration, and global cultural engagement. Promoting African languages and local knowledge systems within the academy is central to reclaiming epistemic agency and enhancing Africa’s presence in international scholarly and diplomatic arenas.
Recommendations
Reposition the humanities as central to the mission of universities and democratic society.
Reform curricula to enable meaningful interdisciplinarity between arts and sciences.
Invest in digital infrastructure and training to support Digital Humanities initiatives.
Promote applied, community-engaged/ public humanities to demonstrate relevance and impact.
Equip academic leaders with tools to advocate for the humanities and diversify funding sources.
Strengthen the place of African languages and cultural knowledge in research, teaching, and policy.
Conclusion: The symposium made clear that the future of the humanities in East Africa depends on coordinated action to challenge policy neglect, embrace innovation, and reinforce their essential role in society. While under strain, the humanities remain a vital force for critique, imagination, and transformation. The participants thus agreed to establishment of the Eastern African Humanities Forum to serve as a collaborative platform for scholars, institutions, and policymakers to advocate for the humanities, share best practices, conduct joint research, influence regional education policy, and amplify the role of the humanities in shaping inclusive, democratic, and culturally grounded knowledge systems.
Final Product: Publication of the proceedings of the symposium is planned.
Participants, Affiliation, and Bios
Tom Michael Mboya
Affiliation: Moi University (Director, International Office)
Bio: A scholar engaged in exploring higher education policy and globalization, Tom Mboya brings critical insights into the internationalization of African universities. His work interrogates how global academic trends affect local institutional priorities, especially in the humanities.
Wandia Njoya
Affiliation: Daystar University (Immediate former Chair, Literary Studies)
Bio: An educationist and public intellectual, Wandia Njoya specializes in the history and policy of arts and humanities education in Kenya. Her work critiques the shifting narratives and policy contradictions surrounding the value of creativity and cultural education.
Hassan Ndzovu: Affiliation: Moi University (Chair, Religion & Philosophy)
Bio: A scholar of religion and society, Hassan Ndzovu focuses on the sociology of knowledge in African universities. His research highlights public and institutional attitudes toward the humanities and social sciences, advocating for their strategic revival.
Richard Makhanu Wafula
Affiliation: Kenyatta University (Dean, Humanities and Social Sciences)
Bio: A literary scholar and higher education advocate, Richard Wafula addresses the philosophical and political dimensions of academic freedom. His work defends the arts and humanities against marginalization in STEM-centric education models.
Joseph Kahiga
Affiliation: Moi University
Bio: A philosopher with expertise in metaphysics and ethics, Joseph Kahiga advocates for philosophy as the intellectual core of the humanities. His work applies the Socratic method to foster critical, value-based knowledge across disciplines.
Mary P. N. Wahome
Affiliation: Moi University (Dean, School of Arts and Social Sciences)
Bio: A scholar of philosophy and educational thought, Mary Wahome champions the role of ethical inquiry and critical thinking in higher education. She critiques market-driven reforms and reasserts the civic mission of the humanities in African societies.
Christopher Odhiambo Joseph
Affiliation: Moi University (Immediate former Dean, Research and Graduate Studies)
Bio: A theatre and performance studies scholar, Christopher Odhiambo is known for his work in applied theatre and community engagement. His projects use participatory performance to address social issues, especially youth reproductive health.
Peter Simatei
Affiliation: Moi University (Director, Moi University African Cluster Centre)
Bio: A leading voice in African and diaspora literary studies, Peter Simatei investigates the cultural and intellectual tensions in African humanities. His work explores the role of critical thought in negotiating postcolonial identities and state power.
Paul Abiero Opondo
Affiliation: Moi University
Bio: A historian and education researcher, Paul Opondo examines curriculum development and the integration of digital tools in humanities education. His work emphasizes the need for intercultural competencies and African epistemologies in higher education.
Rose A. Upor
Affiliation: University of Dar es Salaam (Principal, College of Arts and Humanities)
Bio: Rose Upor is a scholar of African cultural studies with a special interest in the interface between technology and humanistic scholarship. She engages with the implications of artificial intelligence on African humanities and scholarly autonomy.
David Ogoti Ongarora
Affiliation: Maseno University (Dean, School of Arts and Social Sciences)
Bio: A linguist and curriculum theorist, David Ongarora promotes multidisciplinary integration in university education. His work challenges rigid separations between the sciences and the arts, advocating for holistic curriculum models.
Ben Wekesa
Affiliation: Kibabii University (Dean, Arts and Humanities)
Bio: An academic administrator and scholar of education leadership, Ben Wekesa focuses on managing higher education under financial constraints. He emphasizes strategic adaptation, quality assurance, and support for the humanities.
Mosol Kandagor
Affiliation: Moi University (Associate Dean, Arts and Social Sciences)
Bio: A Kiswahili scholar and language advocate, Mosol Kandagor explores the role of African languages in national cohesion, regional integration, and global discourse. His work promotes Kiswahili as a tool of cultural diplomacy and identity formation.