Beyond the classroom: Mumias Boys Muslim Secondary School as an agent of social cohesion and pluralism in Western Kenya from 1985 to 2024

Abstract

Islamic Integrated Schools (IIS) were established in Kenya to address the dual educational needs of Muslim learners by integrating Islamic religious instruction with formal education. However, empirical research on their historical development, curriculum, infrastructure and teacher capacity remains limited. This study examined the development and impact of Islamic Integrated education in Kenya, focusing on Mumias Boys Muslim Secondary School. Specifically, it traced the school's historical development, examined the contribution of Islam to its growth, explored the challenges encountered and assessed its impact on the local community. Guided by policy historiography and social development theories, the study adopted an interpretivist paradigm and qualitative historical research design. Data were collected from primary and secondary sources, including interviews, archival records, school documents, and records from Mumias Jamia Mosque and the Mumias Muslim Association. Purposive and snowball sampling were used to select 15 key informants, comprising school administrators, teachers, students, religious leaders, local chiefs and education officials. Data were subjected to historical criticism and thematic-chronological analysis using NVivo software. The findings established that early Muslim settlement in Mumias provided the religious, social and institutional foundation for the emergence of Islamic Integrated education. As a pioneering Islamic Integrated secondary school in Western Kenya, Mumias Boys Muslim Secondary School has contributed beyond academic instruction by promoting religious values, shaping learners' development and influencing the region's social, political and economic transformation. The study highlights the significance of faith-based educational institutions in advancing holistic education and community development.