The Didactic Role of Spoken Word Poetry on Kenyan Youth: A Study of The Wajinga Nyinyi Series

Abstract

This stud explored the didactic values embedded in the Wajinga Nyinyi spoken word poetry series and how these performances influence youth in Kenya. The study focused on how spoken word acts as a tool for civic education, moral instruction, and consciousness-raising among young people. Grounded in Performance Theory and Semiotic Theory, the research employs a qualitative design that includes focus group discussions, interviews, and performance analysis from four selected universities in Kenya. The findings reveal that the Wajinga Nyinyi series uses performance elements—costume, setting, gestures, and tone—alongside linguistic techniques like satire, metaphor, and multilingualism to deliver compelling moral and political lessons. The study concludes that spoken word poetry serves not only as a creative outlet but also as a transformative tool for socio-political awareness and collective action. The research recommends institutional support for spoken word platforms and integration of performance poetry in youth development and educational curricula.