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

Volume editor
Josef de Beer

Synopsis

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.

Chapters

  • Chapter 1
    Glocalisation: The role of indigenous knowledge in the global village
    Josef de Beer
  • Chapter 2
    Different voices on decolonising of the curriculum
    Lesley le Grange
  • Chapter 3
    The use of Cultural-Historical Activity Theory in researching the affordances of indigenous knowledge for self-directed learning
    Elsa Mentz, Josef de Beer
  • Chapter 4
    The affordances of indigenous knowledge in decolonising the curriculum, within a self-directed learning framework
    Josef de Beer, Elsa Mentz
  • Chapter 5
    Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges
    Josef de Beer, Ben-Erik van Wyk
  • Chapter 6
    Engaging pedagogies to facilitate the border-crossing between the natural sciences and indigenous knowledge: implications for science teacher education
    Neal Petersen, Aubrey Golightly, Washington T. Dudu
  • Chapter 7
    The affordances of indigenous knowledge in mathematics education
    Marthie van der Walt, Erika Potgieter, Divan Jagals
  • Chapter 8
    Engaging in indigenous technology: Conceptualisation and contextualisation in problem-based environments
    Marietjie Havenga
  • Chapter 9
    The use of puppetry as pedagogy to teach indigenous knowledge
    Lounell White, Susan Bester, Tswakae Sebotsa
  • Chapter 10
    The affordances of technology for teaching indigenous knowledge
    Jako Olivier, Christo van der Westhuizen, Dorothy Laubscher, Roxanne Bailey
  • Chapter 11
    Indigenous knowledge research ethics
    Melissa Speight Vaughn, Marry Mdakane

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