NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ850003
Record Type: Journal
Publication Date: 2008
Pages: 10
Abstractor: As Provided
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1011-3487
Challenges for Enacting an Indigenised Science Curriculum: A Reply to Ogunniyi and Ogawa
le Grange, L.
South African Journal of Higher Education, v22 n4 p817-826 2008
In their article Ogunniyi and Ogawa explore the prospects and challenges of training South African and Japanese educators to enact an indigenized science curriculum. They discuss the nature of science and the nature of indigenous knowledge (IK) and also that IK is acknowledged alongside Western science as a legitimate way of knowing in the new curricula of both countries. Ogunniyi and Ogawa argue that although indigenous knowledge is recognized in the science curricula of the two countries, successful implementation will require specific teacher training. I wish to address three areas of their work that afford an opportunity for further discussion. First, I argue that a focus on the performative side of science provides a more nuanced understanding of the relationship between Western science and indigenous knowledge. Second, I discuss the role of indigenous knowledge in a global knowledge economy, an area that Ogunniyi and Ogawa do not give much attention. Third, I elaborate on the challenges that an indigenized science curriculum has for teacher education, another area which I feel Ogunniyi and Ogawa do not do justice to.
Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan; South Africa