ERIC Number: EJ848573
Record Type: Journal
Publication Date: 2008
Abstractor: As Provided
Reference Count: 36
The Prospects and Challenges of Training South African and Japanese Educators to Enact an Indigenised Science Curriculum
Ogunniyi, M. B.; Ogawa, M.
South African Journal of Higher Education, v22 n1 p175-190 2008
Since the World Conference on Higher Education organized by UNESCO in 1998, higher educational institutions around the world have been called upon to produce educators (teachers) who are able to motivate their learners to: (1) develop an awareness about, and a valid understanding of the Nature of Science (NOS); and (2) relate such knowledge to the worldviews prevalent in their communities. In the pursuance of that aim and in response to the emergence of multicultural classrooms in many parts of the world, new curricula have been developed to make school experience more relevant to learners' home experiences. A common feature of these curricula particularly in the non-western developed and developing worlds has been the bold attempts that have been made to reflect some elements of indigenous knowledge in science classrooms. This article explores briefly such attempts in Japan and South Africa and highlights the prospects and challenges of implementing an indigenized science curriculum in both countries.
Descriptors: Indigenous Knowledge, Scientific Principles, Foreign Countries, Educational Experience, Science Curriculum, Culturally Relevant Education, Educational Objectives, Science Instruction, Comparative Education, Cross Cultural Studies, Scientific Methodology, Teaching Models
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: email@example.com; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A
Identifiers - Location: Japan; South Africa