The decolonisation of the curriculum project
This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricul...
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| Main Authors: | , , , , , , , , , , , , , , , , , , , |
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| פורמט: | Online |
| שפה: | אנגלית |
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AOSIS
2021
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| נושאים: | |
| גישה מקוונת: | ONIX_20200512_9781928523185_9 |
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אין תגיות, היה/י הראשונ/ה לתייג את הרשומה!
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| _version_ | 1869523133870899200 |
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| author | Bailey, Roxanne Bester, Susan de Beer, Josef Dudu, Washington T. Golightly, Aubrey Havenga, Marietjie Jagals, Divan Laubscher, Dorothy Le Grange, Lesley Mdakane, Marry Mentz, Elsa Olivier, Jako Petersen, Neal Potgieter, Erika Sebotsa, Tswakae Speight Vaughn, Melissa van der Walt, Marthie van der Westhuizen, Christo van Wyk, Ben-Erik White, Lounell |
| author_browse | Bailey, Roxanne Bester, Susan Dudu, Washington T. Golightly, Aubrey Havenga, Marietjie Jagals, Divan Laubscher, Dorothy Le Grange, Lesley Mdakane, Marry Mentz, Elsa Olivier, Jako Petersen, Neal Potgieter, Erika Sebotsa, Tswakae Speight Vaughn, Melissa White, Lounell de Beer, Josef van Wyk, Ben-Erik van der Walt, Marthie van der Westhuizen, Christo |
| author_facet | Bailey, Roxanne Bester, Susan de Beer, Josef Dudu, Washington T. Golightly, Aubrey Havenga, Marietjie Jagals, Divan Laubscher, Dorothy Le Grange, Lesley Mdakane, Marry Mentz, Elsa Olivier, Jako Petersen, Neal Potgieter, Erika Sebotsa, Tswakae Speight Vaughn, Melissa van der Walt, Marthie van der Westhuizen, Christo van Wyk, Ben-Erik White, Lounell |
| author_sort | Bailey, Roxanne |
| collection | Directory of Open Access Books |
| description | This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms. |
| format | Online |
| id | doab-20.500.12854ir-31828 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | AOSIS |
| publisherStr | AOSIS |
| record_format | ojs |
| spelling | doab-20.500.12854ir-318282026-05-19T06:51:36Z The decolonisation of the curriculum project Bailey, Roxanne Bester, Susan de Beer, Josef Dudu, Washington T. Golightly, Aubrey Havenga, Marietjie Jagals, Divan Laubscher, Dorothy Le Grange, Lesley Mdakane, Marry Mentz, Elsa Olivier, Jako Petersen, Neal Potgieter, Erika Sebotsa, Tswakae Speight Vaughn, Melissa van der Walt, Marthie van der Westhuizen, Christo van Wyk, Ben-Erik White, Lounell de Beer, Josef Self-directed learning decolonisation indigenous knowledge Cultural-Historical Activity Theory curriculum education research thema EDItEUR::J Society and Social Sciences::JN Education This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms. 2021-02-10T13:53:49Z 2021-02-10T13:53:49Z 2020-05-12T09:25:08Z 2019 book ONIX_20200512_9781928523185_9 OCN: 1153743830 2707-1537 http://library.oapen.org/handle/20.500.12657/37697 9781928523161 9781928523178 https://directory.doabooks.org/handle/20.500.12854/31828 eng NWU Self-Directed Learning Series open access image/jpeg image/jpeg image/jpeg image/jpeg Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International Attribution-NonCommercial-ShareAlike 4.0 International https://library.oapen.org/bitstream/20.500.12657/37697/1/978-1-928523-18-5.pdf https://library.oapen.org/bitstream/20.500.12657/37697/1/978-1-928523-18-5.pdf https://library.oapen.org/bitstream/20.500.12657/37697/1/978-1-928523-18-5.pdf https://library.oapen.org/bitstream/20.500.12657/37697/1/978-1-928523-18-5.pdf AOSIS 10.4102/aosis.2019.BK133 10.4102/aosis.2019.BK133 c47a1220-d848-4e78-88cd-74f293e3d4f4 9781928523161 9781928523178 446 Durbanville open access |
| spellingShingle | Self-directed learning decolonisation indigenous knowledge Cultural-Historical Activity Theory curriculum education research thema EDItEUR::J Society and Social Sciences::JN Education Bailey, Roxanne Bester, Susan de Beer, Josef Dudu, Washington T. Golightly, Aubrey Havenga, Marietjie Jagals, Divan Laubscher, Dorothy Le Grange, Lesley Mdakane, Marry Mentz, Elsa Olivier, Jako Petersen, Neal Potgieter, Erika Sebotsa, Tswakae Speight Vaughn, Melissa van der Walt, Marthie van der Westhuizen, Christo van Wyk, Ben-Erik White, Lounell The decolonisation of the curriculum project |
| title | The decolonisation of the curriculum project |
| title_full | The decolonisation of the curriculum project |
| title_fullStr | The decolonisation of the curriculum project |
| title_full_unstemmed | The decolonisation of the curriculum project |
| title_short | The decolonisation of the curriculum project |
| title_sort | decolonisation of the curriculum project |
| topic | Self-directed learning decolonisation indigenous knowledge Cultural-Historical Activity Theory curriculum education research thema EDItEUR::J Society and Social Sciences::JN Education |
| topic_facet | Self-directed learning decolonisation indigenous knowledge Cultural-Historical Activity Theory curriculum education research thema EDItEUR::J Society and Social Sciences::JN Education |
| url | ONIX_20200512_9781928523185_9 |
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