Teachers are "gate-keepers" in schools. They process what is
assumed "valid knowledge" and how it is taught. The process
marginalizes indigenous knowledge and legitimizes western science.
This book explores and discusses teachers' definitions of science
and indigenous knowledge, their attitude towards incorporating the
latter in science, and pedagogical techniques they use to bridge
the cultural gap between science and indigenous knowledge. While
teachers are expected to facilitate new knowledge and perspectives
in teaching, they are sometimes conservative and resistant to new
ideas. Science and indigenous knowledge are cultural and contextual
constructs. Teachers should apply this contextual knowledge in
their classes and allow students to move hermeneutically between
western and indigenous sciences. The book challenges the cultural
domination, universalization and rationalization of western science
which negates other voices. The constructivist analysis that
promotes multiple sciences should be of significant help to
teachers, teacher educators, curriculum developers, policy makers,
and others interested in promoting intercultural or cross-cultural
sciences.
General
Imprint: |
Lap Lambert Academic Publishing
|
Country of origin: |
Germany |
Release date: |
May 2011 |
First published: |
May 2011 |
Authors: |
Edward Shizha
|
Dimensions: |
229 x 152 x 12mm (L x W x T) |
Format: |
Paperback - Trade
|
Pages: |
204 |
ISBN-13: |
978-3-8443-9052-0 |
Categories: |
Books >
Social sciences >
Education >
General
|
LSN: |
3-8443-9052-9 |
Barcode: |
9783844390520 |
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