Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 0 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Comparative Analysis | 1 |
| Curriculum Implementation | 1 |
| Epistemology | 1 |
| Foreign Countries | 1 |
| Indigenous Knowledge | 1 |
| Science Curriculum | 1 |
| Scientific Principles | 1 |
| Western Civilization | 1 |
Source
| South African Journal of… | 1 |
Author
| le Grange, L. | 1 |
Publication Type
| Journal Articles | 1 |
| Opinion Papers | 1 |
| Reports - Descriptive | 1 |
Education Level
| Higher Education | 1 |
Audience
Location
| Japan | 1 |
| South Africa | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkle Grange, L. – South African Journal of Higher Education, 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…
Descriptors: Foreign Countries, Science Curriculum, Curriculum Implementation, Indigenous Knowledge
