ERIC Number: EJ942374
Record Type: Journal
Publication Date: 2011-Sep
Abstractor: As Provided
Reference Count: 50
Hawks and Baby Chickens: Cultivating the Sources of Indigenous Science Education
Easton, Peter B.
Cultural Studies of Science Education, v6 n3 p705-717 Sep 2011
In this response to Hewson and Ogunniyi's paper on indigenous knowledge (IK) and science teaching in South Africa, I seek to broaden the debate by setting the enterprise of integrating IK into science education in its cultural and socio-political context. I begin by exploring the multiple meanings of indigenous knowledge in Africa, next consider the sources available for accurately apprehending those different varieties of IK and then raise three issues of procedure that the Hewson and Ogunniyi approach seems largely to overlook: the varying meanings and styles of argumentation in African culture; the relevance of more participatory and discovery-based modes of inquiry to their topic; and the critical importance of grasping the socio-political terrain on which IK must operate. I conclude that, while their initiative opens valuable new paths of inquiry and practice, the proposed methodology would benefit from more solid grounding in discovery learning, African styles of debate and a clear mapping of stakes and stakeholders.
Descriptors: Indigenous Knowledge, African Culture, Discovery Learning, Science Education, Teaching Methods, Foreign Countries, Personal Narratives, Stakeholders, Inquiry, Educational Practices, Science Instruction
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa