Open Daily: 10am - 10pm | Alley door pickup 10am - 7pm 3038 Hennepin Ave Minneapolis, MN
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  • Open Daily: 10am - 10pm
    Alley-side Pickup: 10am - 7pm

    3038 Hennepin Ave Minneapolis, MN
    612-822-4611

Open Daily: 10am - 10pm | Alley-side Pickup: 10am - 7pm
3038 Hennepin Ave Minneapolis, MN
612-822-4611
Indigenous Knowledge and Science Education in Zimbabwe

Indigenous Knowledge and Science Education in Zimbabwe

Shizha, Edward

Paperback

General Education

ISBN10: 3844390529
ISBN13: 9783844390520
Publisher: Lap Lambert Academic Pub
Published: May 6 2011
Pages: 204
Weight: 0.67
Height: 0.47 Width: 6.00 Depth: 9.00
Language: English
Teachers are gate-keepers in schools. They process what is assumed valid knowledge and how it is taught. The process marginalizes indigenous knowledge and legitimizes western science. This book explores and discusses teachers' definitions of science and indigenous knowledge, their attitude towards incorporating the latter in science, and pedagogical techniques they use to bridge the cultural gap between science and indigenous knowledge. While teachers are expected to facilitate new knowledge and perspectives in teaching, they are sometimes conservative and resistant to new ideas. Science and indigenous knowledge are cultural and contextual constructs. Teachers should apply this contextual knowledge in their classes and allow students to move hermeneutically between western and indigenous sciences. The book challenges the cultural domination, universalization and rationalization of western science which negates other voices. The constructivist analysis that promotes multiple sciences should be of significant help to teachers, teacher educators, curriculum developers, policy makers, and others interested in promoting intercultural or cross-cultural sciences.

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