Science curriculum and pedagogy in Africa and Kenya are characterized by exams as well as teacher-centered realities that are of colonial connections and methods. This has created a context where learners are less inclined to reference knowledge from their local environments, which also mitigates the overall system’s capacity for science education decolonization. By critically responding to this situation, the chapter uses examples of contextualized science curricula in investigating and analyzing the situation. By so doing, the author draws from a 15-year research where the science curriculum in Kenya is formulated via locally contextualized lessons with both learning and pedagogical analyses. With that, the chapter starts with the historical foundations of the issue and from there, engages deeper perspectives on the overall science education situation. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.
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