Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers towards Indigenous Knowledge in the Science Curriculum in Zimbabwe

Autor/in	Shizha, Edward
Titel	Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers towards Indigenous Knowledge in the Science Curriculum in Zimbabwe
Quelle	In: Australian Journal of Indigenous Education, 37 (2008), S.80-90 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
Schlagwörter	Rural Schools; Indigenous Knowledge; Interviews; Foreign Countries; Teaching Methods; Science Curriculum; Beliefs; Teacher Attitudes; Elementary School Teachers; Educational Practices; Epistemology; Culturally Relevant Education; Classroom Observation Techniques; Protocol Materials; Zimbabwe + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Interviewing; Interviewtechnik; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Belief; Glaube; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bildungspraxis; Erkenntnistheorie; Unterrichtsprotokoll; Simbabwe
Abstract	Despite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried out while the teachers were conducting science lessons. Classroom interactions and communications were vividly captured and analysed, while interviews were conducted after observations to capture explanatory details that may not have been apparent during video recordings. Inductive data analysis focusing on themes relating to teachers' views and practices yielded rich and informative details. Findings indicate that teachers are reluctant to integrate Indigenous knowledge and teaching techniques as pedagogical tools. The attitudes are a result of systemic and institutional expectations on teachers. (As Provided).
Anmerkungen	University of Queensland. Aboriginal and Torres Strait Islander Studies Unit, Brisbane, Queensland, 4072, Australia. Tel: +61-7-3365-1969; Fax: +61-7-3365-6855; e-mail: ajie@uq.edu.au; Web site: http://www.atsis.uq.edu.au/ajie/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10