Xhosa Indigenous Knowledge: Stakeholder Awareness, Value, and Choice

Autor/in	Webb, Paul
Titel	Xhosa Indigenous Knowledge: Stakeholder Awareness, Value, and Choice
Quelle	In: International Journal of Science and Mathematics Education, 11 (2013) 1, S.89-110 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-012-9370-z
Schlagwörter	Social Justice; Evidence; Stakeholders; Science Teachers; Science Curriculum; Indigenous Knowledge; African Languages; Students; Cultural Awareness; Teacher Attitudes; Student Attitudes; Questionnaires; Attitude Measures; Interviews; Culturally Relevant Education; Science Instruction; Foreign Countries + Suchen Sie Ihr Suchwort? Soziale Gerechtigkeit; Evidenz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Student; Schüler; Schülerin; Studentin; Cultural identity; Kulturelle Identität; Lehrerverhalten; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland
Abstract	This study investigated a sample of isiXhosa mother tongue-speaking science teachers', their pupils', and adult local community members' awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10