"Masihambisane," Lessons Learnt Using Participatory Indigenous Knowledge Research Approaches in a School-Based Collaborative Project of the Eastern Cape

Autor/inn/en	Meyiwa, Thenjiwe; Letsekha, Tebello; Wiebesiek, Lisa
Titel	"Masihambisane," Lessons Learnt Using Participatory Indigenous Knowledge Research Approaches in a School-Based Collaborative Project of the Eastern Cape
Quelle	In: South African Journal of Education, 33 (2013) 4, Artikel 845 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Indigenous Knowledge; Participatory Research; Partnerships in Education; Rural Schools; Teacher Participation; Action Research; Reflection; Curriculum Enrichment; Enrichment Activities; Place Based Education; Educational Practices; Educational Strategies; Teaching Methods; Foreign Countries; Qualitative Research; South Africa + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Hochschulpartnerschaft; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Projektforschung; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Bereicherungsprogramm; Bildungspraxis; Lehrstrategie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Qualitative Forschung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	"Masihambisane" is an Nguni word, loosely meaning "let us walk the path together." The symbolic act of walking together is conceptually at the heart of a funded research project conducted in rural schools of Cofimvaba in the Eastern Cape. The project focuses on promoting the direct participation of teachers in planning, researching, and developing learning and teaching materials (LTSMs), with a view to aligning these materials with indigenous and local knowledge. In this paper we make explicit our learning, and the manner in which we carried out the collaborated research activities, using the "Reflect" process. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01