Knowledge Systems and the Colonial Legacies in African Science Education

Autor/inn/en	Ziegler, John R.; Lehner, Edward
Titel	Knowledge Systems and the Colonial Legacies in African Science Education
Quelle	In: Cultural Studies of Science Education, 13 (2018) 4, S.1101-1108 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-017-9823-3
Schlagwörter	Science Education; Culturally Relevant Education; Teaching Methods; Foreign Policy; Guides; Scholarship; Learning Processes; Educational Change; Instructional Materials; Teacher Education; Western Civilization; Indigenous Knowledge; African Culture; Foreign Countries + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Außenpolitik; Handbuch; Leitfaden; Scholarships; Stipendium; Learning process; Lernprozess; Bildungsreform; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrerausbildung; Lehrerbildung; Africa; Culture; Afrika; Kultur; Ausland
Abstract	This review surveys Femi Otulaja and Meshach Ogunniyi's, "Handbook of research in science education in sub-Saharan Africa," Sense, Rotterdam, 2017, noting the significance of the theoretically rich content and how this book contributes to the field of education as well as to the humanities more broadly. The volume usefully outlines the ways in which science education and scholarship in sub-Saharan Africa continue to be impacted by the region's colonial history. Several of the chapters also enumerate proposals for teaching and learning science and strengthening academic exchange. Concerns that recur across many of the chapters include inadequate implementation of reforms; a lack of resources, such as for classroom materials and teacher training; and the continued and detrimental linguistic, financial, and ideological domination of African science education by the West. After a brief overview of the work and its central issues, this review closely examines two salient chapters that focus on scholarly communications and culturally responsive pedagogy. The scholarly communication section addresses the ways in which African science education research may in fact be too closely mirroring Western knowledge constructions without fully integrating indigenous knowledge systems in the research process. The chapter on pedagogy makes a similar argument for integrating Western and indigenous knowledge systems into teaching approaches. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01