Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya

Toward Critical Postcolonial Curriculum Policies and Practices
Erscheinungsjahr 2014
ISBN: 978-94-6209-540-3
Verlag: Brill Academic Publishers

Buch, Englisch, Band 16/6, 176 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 235 g

Reihe: Cultural and Historical Perspectives on Science Education / Cultural and Historical Perspectives on Science Education: Research Dialogs

Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state’s curricula documents, and schools’ exam-oriented pedagogical approaches. O’Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such as agriculture, biology, and geography and their dismissal of indigenous knowledge about environment, nature, and sustainable development. They suggest the need to develop critical postcolonial curriculum policies and practices of science education to overcome knowledge-oriented binaries, emphasize sustainable development, and address the problems of inequality, the center and periphery divide, and social, cultural, and environmental injustices in Kenya and, by implication, elsewhere.

Autoren/Hrsg.

O'Hern, Darren

Nozaki, Yoshiko

Fachgebiete

• Sozialwissenschaften Soziologie | Soziale Arbeit Spezielle Soziologie Stadt- und Regionalsoziologie
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Naturwissenschaften, Mathematik (Unterricht & Didaktik)
• Sozialwissenschaften Pädagogik Pädagogik