Language as a bridge: Exploring the role of Kiswahili in fostering inclusion

Abstract

The study broadly conceptualises humanities as the study of human interactions, experiences and human transformations which occur at both the individual and collective levels. I argue that at the center of diverse human interactions is the tool of language which plays an important role of bridging the communicative gaps which occur across multifarious communities. In an attempt to make sense of the intimate correlation between the humanities and the democracy project in Africa, I make a case for the study of the role played by language to foster democratic features of inclusivity and diversity. Particularly, the study investigates the role of the Kiswahili language in bridging and connecting individuals, academics, communities, cultures, nations and cultivating a sense of inclusivity. Kiswahili is the most widely spoken and studied African language and this makes it a strategic tool for creating inclusive societies. Specific reference is given to Kiswahili academic Associations across Africa which are formed by students, teachers, lecturers and other stakeholders, with the primary goal of promoting research and the development of Kiswahili in Africa and beyond. Therbon’s framework of inclusivity and the Social Role Valorisation theory are the guiding analytical frameworks of the study. The study reveals various dimensions of inclusion and exclusion in Kiswahili academic associations as well as its underlying intricacies. I argue that while Kiswahili is strategic in promoting inclusive societies, barriers of inclusion still exist as a result of socio-cultural and political institutions. The study provides recommendations and conclusively emphasises the significant role of Kiswahili as a strategic language in fostering inclusivity of African citizenry as well as bridging communication by connecting individuals of diverse cultures, religions, ideologies and languages.