20. The Challenges of Science Education and Indigenous Knowledge Lyn Carter 312

2016 ◽  
Keyword(s):  
Science Education ◽  
Indigenous Knowledge

scholarly journals Challenges Faced by Student Affairs Practitioners in Embedding Indigenous Knowledge into Student Leadership Development Pedagogy. A Case for Zimbabwe

2021 ◽  
Vol 9 (3) ◽  
pp. 01-12
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Science Education ◽  
Leadership Development ◽  
Student Affairs ◽  
Indigenous Knowledge ◽  
Student Development ◽  
Student Leadership ◽  
Historical Background ◽  
Student Affairs Practitioners ◽  
Student Leadership Development ◽  
Indigenous Epistemologies

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

Indigenous Knowledge and Science Education

2013 ◽  
Author(s):  
Megan E. Bang
Keyword(s):  
Science Education ◽  
Indigenous Knowledge

Indigenous Knowledge and Science Education in South Africa

2014 ◽  
pp. 137-150 ◽  
Author(s):  
Audrey Msimanga ◽  
Edward Shizha
Keyword(s):  
South Africa ◽  
Science Education ◽  
Indigenous Knowledge

Narratives of dynamic lands: science education, indigenous knowledge and possible futures

2015 ◽  
Vol 11 (2) ◽  
pp. 471-475 ◽  
Author(s):  
Megan McGinty ◽  
Megan Bang
Keyword(s):  
Science Education ◽  
Indigenous Knowledge

scholarly journals PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA

2021 ◽  
Vol 20 (1) ◽  
pp. 93-107
Author(s):  
Maxwell Jnr Opoku ◽  
Angela James
Keyword(s):  
Science Education ◽  
Indigenous Knowledge ◽  
South African ◽  
Science Teachers ◽  
Environmental Sustainability ◽  
School Curriculum ◽  
Local Context ◽  
Science Classrooms ◽  
Pedagogical Model ◽  
Pedagogical Strategies

In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. Keywords: context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview

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