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Otulaja, Femi S.; Cameron, Ann; Msimanga, Audrey – Cultural Studies of Science Education, 2011
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…
Descriptors: Research Tools, Indigenous Knowledge, Persuasive Discourse, Racial Segregation
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Gallard Martinez, Alejandro J. – Cultural Studies of Science Education, 2011
This forum considers argumentation as a means of science teaching in South African schools, through the integration of indigenous knowledge (IK). It addresses issues raised in Mariana G. Hewson and Meshach B. Ogunniyi's paper entitled: Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and…
Descriptors: Indigenous Knowledge, Persuasive Discourse, African Culture, Beliefs
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Easton, Peter B. – Cultural Studies of Science Education, 2011
In this response to Hewson and Ogunniyi's paper on indigenous knowledge (IK) and science teaching in South Africa, I seek to broaden the debate by setting the enterprise of integrating IK into science education in its cultural and socio-political context. I begin by exploring the multiple meanings of indigenous knowledge in Africa, next consider…
Descriptors: Indigenous Knowledge, African Culture, Discovery Learning, Science Education
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Hewson, Mariana G.; Ogunniyi, Meshach B. – Cultural Studies of Science Education, 2011
An innovative school science curriculum in South Africa requires the inclusion of African societal/cultural knowledge, such as indigenous knowledge (IK). The main project involves introducing argumentation to accomplish this requirement. We used a focus group plus critical incident technique to ascertain nine teachers' understandings of…
Descriptors: Indigenous Knowledge, Persuasive Discourse, Focus Groups, Foreign Countries
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Govender, Nadaraj; Ramsuran, Anitha; Dhunpath, Rubby – Cultural Studies of Science Education, 2008
This article reviews the contributions of Cliff Malcolm while in South Africa during the period 1997-2005. It focuses on his contribution to the fields of science education, teacher education, learner-centered education, transformational outcomes-based education and HIV/AIDS education. In this paper we provide snapshots of his work as an academic,…
Descriptors: Outcome Based Education, Educational Change, Rural Areas, Foreign Countries
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Keane, Moyra – Cultural Studies of Science Education, 2008
Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues "yes," based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative…
Descriptors: African Culture, Indigenous Knowledge, World Views, Outcomes of Education