Afrocentric Science Education Approach in a Transformed Curriculum in Post-Apartheid South Africa

Autor/in	Mthembu, Ntokozo
Titel	Afrocentric Science Education Approach in a Transformed Curriculum in Post-Apartheid South Africa
Quelle	In: Open Journal for Educational Research, 3 (2019) 2, S.67-80 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-5313
Schlagwörter	Foreign Countries; Racial Segregation; Afrocentrism; African Culture; Culturally Relevant Education; Social Justice; Racial Bias; Curriculum; Blacks; Late Adolescents; Young Adults; Attitudes; Coping; Social Change; Cultural Influences; Social Problems; At Risk Persons; Poverty; Job Skills; Unemployment; Economic Factors; South Africa + Suchen Sie Ihr Suchwort? Ausland; Rassentrennung; Afro-centrisme; Afrozentrismus; Africa; Culture; Afrika; Kultur; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Curricula; Lehrplan; Rahmenplan; Black person; Schwarzer; Halbstarker; Young adult; Junger Erwachsener; Attitude; Einstellung; Verhalten; Bewältigung; Sozialer Wandel; Cultural influence; Kultureinfluss; Social problem; Soziales Problem; Risikogruppe; Armut; Produktive Fertigkeit; Arbeitslosigkeit; Ökonomischer Faktor; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The post-apartheid era in South Africa was intended to be a period in which to redress past injustices in almost all social spheres, including education, particularly in terms of curriculum transformation to include African-centered knowledge systems. However, research reveals the limitations posed by compensatory education, particularly when it comes to the provision of skills that instill self-reliance abilities. In attempting to gain a better understanding of such experiences, the qualitative research design was used to collect data by conducting face-to-face interviews with young people residing in the labor reserves in South Africa. Findings indicate that although some individuals possess certain academic qualifications, such qualifications tend to be limited in securing their livelihoods. Based on these findings, it is recommended that the curriculum incorporate the African knowledge systems to offer alternatives to assess the untapped skills that could be useful to individuals to secure their daily life needs. (As Provided).
Anmerkungen	Center for Open Access in Science. Vojvode Vlahovica 57c, Belgrade, Serbia 11000. e-mail: ojer@centerprode.com; Web site: http://centerprode.com/ojer.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01