Rethinking Argumentation-Teaching Strategies and Indigenous Knowledge in South African Science Classrooms

Autor/inn/en	Otulaja, Femi S.; Cameron, Ann; Msimanga, Audrey
Titel	Rethinking Argumentation-Teaching Strategies and Indigenous Knowledge in South African Science Classrooms
Quelle	In: Cultural Studies of Science Education, 6 (2011) 3, S.693-703 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-011-9351-5
Schlagwörter	Stellungnahme; Research Tools; Indigenous Knowledge; Persuasive Discourse; Racial Segregation; Foreign Countries; Teaching Methods; Science Instruction; Educational Change; South Africa + Suchen Sie Ihr Suchwort? Forschungsmittel; Persuasion; Persuasive Kommunikation; Rassentrennung; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Bildungsreform; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Our response to Hewson and Ogunniyi's paper focuses, on the one hand, on some of the underlying tensions associated with aligning indigenous knowledge systems with westernized science in South African science classrooms, as suggested by the new, post-apartheid, curriculum. On the other hand, the use of argumentation as a vehicle to accomplish the alignment when the jury is still out on the appropriateness of argumentation as a pedagogical and research tool heightens the tension. We argue that the need for education stakeholders from indigenous heritages to value, know and document their own indigenous knowledge becomes paramount. The textualizing of indigenous knowledge, as has been done in western science, will create repositories for teachers to access and may help with the argumentation strategies such as advocated by the authors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10