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ERIC Number: EJ1147598
Record Type: Journal
Publication Date: 2017
Pages: 11
Abstractor: As Provided
ISSN: ISSN-1029-8457
Tapping into Basic 7-9 Science and Technology Teachers' Conceptions of Indigenous Knowledge in Imo State, Nigeria
Singh-Pillay, Asheena; Alant, Busisiwe P.; Nwokocha, Godson
African Journal of Research in Mathematics, Science and Technology Education, v21 n2 p125-135 2017
The discussion on how to integrate African indigenous knowledge (IK) into mainstream Science and Technology schooling prevails. Nigeria's colonised school curriculum is antithetical to its rich IK heritage. Guided by postcolonial theory, and the need for a culturally relevant and decolonised curriculum, this paper sought to explore seven basic 7-9 Science and Technology teachers' conceptions of IK in Imo State, Nigeria, and ways they reportedly integrate IK in their classes. A qualitative approach was used to generate data from the teachers via narratives and focus group discussions. The teachers held five significant conceptions of IK: Informal Knowledge, Relational Knowledge, Traditional Knowledge, Technological Knowledge that is scientifically based and Lost Knowledge. However, only the conceptions of IK as Relational Knowledge and as scientifically based Technological Knowledge were enacted in their classroom. We advance the rationale that teachers with these conceptions and consequent classroom enactment are ideally situated to serve as cultural brokers of IK.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Nigeria
Grant or Contract Numbers: N/A