| 書目名稱 | Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Scho | | 副標(biāo)題 | Toward Critical Post | | 編輯 | Darren M. O’Hern,Yoshiko Nozaki | | 視頻video | http://file.papertrans.cn/662/661939/661939.mp4 | | 概述 | Through a multi-sited qualitative study of three rural and urban schools in Kenya, the volume examines the ways the colonial legacy of inequality and the dichotomy between “Western” and “indigenous” k | | 叢書名稱 | Cultural Perspectives in Science Education | | 圖書封面 |  | | 描述 | 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.“In an era of environmental crisis and devastation, education that supports sustainability and survival of our planet is needed. Within a broader sociopolitical context of post-colo | | 出版日期 | Book 2014 | | 關(guān)鍵詞 | Curriculum and pedagogy; Multi-sited ethnography; Natural science education; Postcolonial Africa; Sustai | | 版次 | 1 | | doi | https://doi.org/10.1007/978-94-6209-542-7 | | isbn_ebook | 978-94-6209-542-7 | | copyright | SensePublishers-Rotterdam, The Netherlands 2014 |
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