Subsistence Farmers' Knowledge in Developing Integrated Critical Pedagogy Education Curricula

Autor/in	Govender, Nadaraj
Titel	Subsistence Farmers' Knowledge in Developing Integrated Critical Pedagogy Education Curricula
Quelle	In: Education as Change, 23 (2019), Artikel 5841 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Govender, Nadaraj)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-9417
Schlagwörter	Agricultural Occupations; Critical Theory; Curriculum Development; Indigenous Knowledge; Resilience (Psychology); Blacks; Foreign Countries; Climate; Sustainable Development; 21st Century Skills; Cultural Background; Farm Management; Poverty; Innovation; Problem Solving; Science Education; Technology Education; South Africa + Suchen Sie Ihr Suchwort? Agriculture; Occupation; Landwirtschaft; Beruf; Landwirtschaftlicher Beruf; Kritische Theorie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Black person; Schwarzer; Ausland; Klima; Nachhaltige Entwicklung; Armut; Problemlösen; Naturwissenschaftliche Bildung; Technisch-naturwissenschaftlicher Unterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Curricular innovation in the 21st century in education requires significant transformation with regards to political, economic, socio-cultural and environmental concerns such as climate change and sustainability, amongst others. A critical pedagogy approach that includes the hegemonic knowledge debates of Western and Indigenous Knowledge Systems is also integral to this transformation. This study explored the diversity of knowledge of subsistence farmers with regard to their community farming practices and how their knowledge, skills and resilience can be harnessed for education. Seven Black South African subsistence farmers near a teaching university were purposively selected for this qualitative multi-case study. Interviews with them were videorecorded and transcribed. Their experiences and perceptions of politics, economics, environmental concerns and innovations on their local farms were documented and are presented as a case-narrative history of the farmers' backgrounds. The findings show that farmers have shown resilience with regard to issues such as water conservation, productive use of labour, pest management, local market supply and demands and indigenous knowledge in terms of ploughing, caring for, harvesting and storage of vegetables. It is recommended that local farmers' knowledge, practices and resilience can be a source of knowledge to be integrated into education curricula. The implication of the research affords insights for opportunities and partnerships with the farming community in developing a critical pedagogy education curriculum that can be of current value in managing climate change and sustainable concerns. (As Provided).
Anmerkungen	Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01