The decolonisation of the curriculum project : the affordances of indigenous knowledge for self-directed learning /

Saved in:
Bibliographic Details
Imprint:Durbanville, South Africa : AOSIS, 2019.
Description:1 electronic document (448 pages) : illustrations
Language:English
Series:NWU Self-directed learning series ; volume 2
NWU self-directed learning series ; v. 2.
Subject:Curriculum change.
Decolonization -- Study and teaching.
Self-managed learning.
Independent study.
Ethnoscience.
Programmes d'études -- Changements.
Décolonisation -- Étude et enseignement.
Apprentissage autodirigé.
Travail autonome (Éducation)
Ethnosciences.
Education / Higher.
Curriculum change.
Ethnoscience.
Independent study.
Self-managed learning.
Electronic books.
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/12664882
Hidden Bibliographic Details
Other authors / contributors:De Beer, Josef, editor.
ISBN:9781928523178
192852317X
9781928523185
1928523188
Notes:Includes bibliographical references and index
The files are in Portable Document Format (PDF). You will need to use Adobe Acrobat Reader to view them. If you don't already have this free tool, please go to: http://www.adobe.com/products/acrobat.html to get the latest version of Adobe Acrobat Reader
Also issued in print format.
Mode of access: World Wide Web
System requirements: internet access, web browser
Online resource; title from PDF title page (viewed May 10, 2020)
Summary:This book is the result of a longitudinal research project (2016-2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers' classrooms
Standard no.:https://doi.org/10.4102/aosis.2019.BK133