Tapping into Basic 7-9 Science and Technology Teachers' Conceptions of Indigenous Knowledge in Imo State, Nigeria

Autor/inn/en	Singh-Pillay, Asheena; Alant, Busisiwe P.; Nwokocha, Godson
Titel	Tapping into Basic 7-9 Science and Technology Teachers' Conceptions of Indigenous Knowledge in Imo State, Nigeria
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 21 (2017) 2, S.125-135 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2017.1327240
Schlagwörter	Foreign Countries; Secondary School Teachers; Science Teachers; Technology Education; Teacher Attitudes; Knowledge Level; Indigenous Knowledge; Qualitative Research; Cultural Awareness; Grounded Theory; Focus Groups; Personal Narratives; Nigeria + Suchen Sie Ihr Suchwort? Ausland; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Technisch-naturwissenschaftlicher Unterricht; Lehrerverhalten; Wissensbasis; Qualitative Forschung; Cultural identity; Kulturelle Identität; Erlebniserzählung
Abstract	The discussion on how to integrate African indigenous knowledge (IK) into mainstream Science and Technology schooling prevails. Nigeria's colonised school curriculum is antithetical to its rich IK heritage. Guided by postcolonial theory, and the need for a culturally relevant and decolonised curriculum, this paper sought to explore seven basic 7-9 Science and Technology teachers' conceptions of IK in Imo State, Nigeria, and ways they reportedly integrate IK in their classes. A qualitative approach was used to generate data from the teachers via narratives and focus group discussions. The teachers held five significant conceptions of IK: Informal Knowledge, Relational Knowledge, Traditional Knowledge, Technological Knowledge that is scientifically based and Lost Knowledge. However, only the conceptions of IK as Relational Knowledge and as scientifically based Technological Knowledge were enacted in their classroom. We advance the rationale that teachers with these conceptions and consequent classroom enactment are ideally situated to serve as cultural brokers of IK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01