The decolonisation of the curriculum project: The affordances of indigenous knowledge for Self-Directed Learning

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