Literaturnachweis - Detailanzeige
| Autor/inn/en | Rai, Indra Mani; Gaire, Ram |
|---|---|
| Titel | Action Initiatives in Integrating Indigenous and Non-Western Knowledge in Curricular Practices of Tribhuvan University, Faculty of Education: A Qualitative Inquiry |
| Quelle | In: International Journal of Multidisciplinary Perspectives in Higher Education, 6 (2021) 2, S.86-104 (19 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2474-2546 |
| Schlagwörter | Foreign Countries; Higher Education; Indigenous Knowledge; Teacher Educators; Culturally Relevant Education; Indigenous Populations; Social Justice; Teacher Attitudes; Masters Programs; Educational Practices; Nepal |
| Abstract | Higher education in Nepal has been guided by the Western academic culture, thereby promoting Western knowledge and ways of knowing as superior. Adoption of external ideas and practices has subjugated indigenous and non-Western knowledge heritages in Nepal. Based on textual data collected from teacher educators in virtual Webinars and review of existing core courses of Master of Education (M.Ed.), this article first shows that university actors are starting the process of decolonization of curricular practices. Teacher educators including curriculum developers are using negotiation, resistance, and response to the supremacy of imported education. In so doing, they have incorporated a small portion of indigenous and non-Western knowledge in some of the courses and contextualized some of their pedagogical and assessment practices. However, as this article goes on to show, Western modern educational practices remain dominant. We conclude that the teacher educators have increasing awareness of external domination on curricular practices and they have initiated the actions of reclaiming their indigenous and non-Western knowledge through curricular practices from within the structural barriers of Western model of academia. The university structure needs to promote a conducive educational environment in order to provide justice to indigenous and non-Western knowledge and ways of knowing thereby reforming curricular practices. (As Provided). |
| Anmerkungen | International Journal of Multidisciplinary Perspectives in Higher Education. 6 Delgreen Court, Nottingham, MD 21236. Web site: https://www.ojed.org/index.php/jimphe |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
