African Indigenous Knowledge and the Sciences: Journeys into by Gloria Emeagwali, Edward Shizha PDF
By Gloria Emeagwali, Edward Shizha
This publication is an highbrow trip into epistemology, pedagogy, physics, structure, medication and metallurgy. the point of interest is on numerous dimensions of African Indigenous wisdom (AIK) with an emphasis at the sciences, a space that has been overlooked in AIK discourse. The authors offer different perspectives and views on African indigenous clinical and technological wisdom that could profit a large spectrum of teachers, students, scholars, improvement brokers, and coverage makers, in either governmental and non-governmental enterprises, and permit serious and replacement analyses and chances for realizing technology and know-how in an African historic and modern context.
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Extra info for African Indigenous Knowledge and the Sciences: Journeys into the Past and Present
A stand-alone, blended or restructured approach to the indigenization of curriculum? A critical perspective. International Journal of African Renaissance Studies, 10(1), 60–82. Zhu, C. (2012). Student satisfaction, performance, and knowledge construction in online collaborative learning. Educational Technology & Society, 15(1), 127–136. Zuga, K. F. (1997). An analysis of technology education in the United States based upon a historical overview of contemporary curriculum research. The Journal of Design and Technology Education, 7(3), 203–217.
T. GUMBO Shackelford, J. , & Maxwell, M. (2012). Sense of community in graduate online education: Contribution of learner to learner interaction. The International Review of Research in Open and Distance Learning, 13(14), 228–250. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1–22. , & Haggith, M. (2003). Participatory modelling to enhance social learning, collective action and mobilization among users of the Mafungaitsi Forest, Zimbabwe.
The second example is from the American context. Educational literature is silent on teaching African-American students (Ladson-Billings, 2000). Much of educational research has focused on generic models of pedagogy (Shulman, 1987). Shulman (1987) proposes a framework for a teacher’s pedagogical content knowledge. Knowledge of students and their characteristics, educational contexts and values form part of the framework (Shulman, 1987). But the transformation framework of Shulman and others are yet to thrive against the opposing models.
African Indigenous Knowledge and the Sciences: Journeys into the Past and Present by Gloria Emeagwali, Edward Shizha