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

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

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 curricul...

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Bibliographic Details
Other Authors: Bailey, Roxanne, author (author)
Format: eBook
Language:Inglés
Published: Durbanville, Cape Town, South Africa : AOSIS [2019]
Series:NWU self-directed learning series.
Subjects:
Self-managed learning.
See on Biblioteca Universitat Ramon Llull:https://discovery.url.edu/permalink/34CSUC_URL/1im36ta/alma991009655164506719
Table of Contents:
  • Abbreviations, Figures and Tables Appearing in the Text and Notes
  • List of Abbreviations
  • List of Figures
  • List of Tables
  • Notes on Contributors Acknowledgements
  • The cover photograph Thanking our sponsors Foreword
  • Chapter 1: Glocalisation: The role of indigenous knowledge in the global village
  • Chapter 2: Different voices on decolonising of the curriculum
  • Chapter 3: The use of Cultural-Historical Activity Theory in researching the affordances of indigenous knowledge for self-directed learning
  • Chapter 4: The affordances of indigenous knowledge in decolonising the curriculum, within a self-directed learning framework
  • Chapter 5: Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges
  • Chapter 6: Engaging pedagogies to facilitate the border- crossing between the Natural Sciences and indigenous knowledge: Implications for science teacher education
  • Chapter 7: The affordances of indigenous knowledge in Mathematics Education
  • Chapter 8: Engaging in indigenous technology: Conceptualisation and contextualisation in problem-based environments
  • Chapter 9: The use of puppetry as pedagogy to teach indigenous knowledge
  • Chapter 10: The affordances of technology for teaching indigenous knowledge
  • Chapter 11: Indigenous knowledge research ethics
  • References
  • Index.

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