Ethno Science Practice as Indigenous Wisdom: Challenges to Braiding with Western-Based School Science Curriculum

Autor/in	Koirala, Kamal Prasad
Titel	Ethno Science Practice as Indigenous Wisdom: Challenges to Braiding with Western-Based School Science Curriculum
Quelle	In: Diaspora, Indigenous, and Minority Education, 17 (2023) 4, S.270-282 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Koirala, Kamal Prasad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-5692
DOI	10.1080/15595692.2022.2138321
Schlagwörter	Science Education; Indigenous Knowledge; Science Curriculum; Curriculum Development; Elementary Secondary Education; Foreign Countries; Educational Practices; Nepal + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Bildungspraxis
Abstract	This paper focuses on the context underpinning the implementation of ethno science at the K-12 school science curriculum in the context of Nepal. Since human evolution, Indigenous people have both gained scientific knowledge and practiced scientific skills. This paper refers to this knowledge as Ethno Science/ Indigenous Wisdom. However, hegemonic Western Science (WS) knowledge and practices deny such indigenous wisdom. In Nepal, school science curriculum is designed to teach Western scientific methods. The recognition, utilization, and validation of Indigenous Knowledge within the science curriculum generate challenges to students and teachers alike. The concern is that the Indigenous students continuously underperform when taught using Western Science. The bright spot is when Indigenous students are taught Western Science with Ethno Science/ Indigenous Wisdom as the bridge-builder between these two systems of knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01