Taboos, Animations, and the Genealogies of Moral Authority in Kenya: Decolonizing Knowledge, Pedagogy, and Power

This chapter examines shifting genealogies of knowledge and moral authority in Western Kenya by unsettling the hierarchical opposition between “indigenous” and “scientific” knowledge regimes as ways of knowing and acting. Treating pedagogy as a critical mode of social reproduction, it juxtaposes practices of taboo in the Mount Elgon region, as inherited prohibitions that regulate relations among people, animals, and land, with the deployment of animated educational media in Mumias by Scientific Animations Without Borders (SAWBO) as a technocratic apparatus for imparting new agrarian knowledge and practices. By staging an encounter between these two modes of social knowledge reproduction—both understood as moral technologies that shape conduct, sustain ecological balance, and transmit communal values (one grounded in taboo, the other in technical instruction)—the paper re-situates an “indigenous”/“scientific” inequality within longer genealogies spanning precolonial, colonial, and contemporary postcolonial and developmental formations. By foregrounding commitments to these knowledge traditions, the paper stages how taboos and educational animations alike can embody evolving modes of community self-determination and ethical stewardship. It ultimately argues that the force of the “indigenous < scientific” inequality lies primarily not in correcting its hierarchical opposition but in the ongoing struggle over which modes of life will be allowed to endure. Decolonizing these genealogies requires attending to the marked/unmarked distinctions that structure bodies, discourse, and social reproduction in the present.