| Description |
1 online resource |
| Bibliography |
Includes bibliographical references. |
| Contents |
Cover -- Title page -- Copyright page -- Editors and Contributors -- Contents -- Preface -- Chapter 1 -- Debunking Myths, Misinterpretations and Misrepresentations: An Introduction -- Introduction -- Whose Reality Counts? -- Summary of Chapters in the Volume -- References -- Chapter 2 -- Decolonizing Spaces of Inquiry: Indigenous Research and Engagement without the Colonial Matrix of Power -- Abstract -- Introduction -- Theoretical framework -- Why indigenous research methods are important -- Some indigenous approaches to research -- Conclusion -- References |
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Chapter 3 -- Indigenous Knowledge Across the Curriculum in the Global South: An Epistemic and Cognitive Shifting Process -- Abstract -- Introduction -- What is IK? -- Cognitive shifting -- Epistemic shift -- IK in and across the disciplines -- Politics of the curriculum and effects on society -- Indigenizing the higher education curriculum: some examples -- Conclusion -- References -- Chapter 4 -- Towards the Implementation of African Indigenous Mathematical Practices into the Mathematics Curriculum in Southern Africa -- Abstract -- Introduction |
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Education for Sustainable Development and Global Citizenship -- Mathematics as a Tool for Sustainable Development -- Theoretical Framework -- Methodology -- Samples and sampling procedures -- Data collection procedure -- Findings and Discussions -- Income Generation and Poverty Alleviation through Basket and Mat Weaving -- Mathematising a traditional Tswana dance -- The mathematical demand of the context -- Analysis of the group work tasks -- Other concepts to be taught using the cultural dance |
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Learners' perspectives on the connection between school mathematical knowledge and cultural activities -- Conclusion -- References -- Chapter 5 -- Challenges in Implementing the Competence-based Curriculum in Zimbabwe: Peeping through the African Indigenous Education Philosophy Lenses -- Abstract -- Introduction -- Background -- Conceptual Framework: The Philosophical Underpinnings of African Indigenous Education Systems -- Research Questions -- Research Methodology -- In-depth Key Informant Interviews (KIIs) -- Research Findings and Discussion |
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Teacher competences and the Competence-based School Curriculum -- Large class sizes and pedagogical approaches -- Incompatible School Infrastructure and the Competence-based Curriculum -- Conclusions -- Recommendations -- References -- Chapter 6 -- The Nhimbe practice as a community multi-disciplinary academy among the Shona and Ndebele people of Zimbabwe -- Abstract -- Introduction -- Brief description of Nhimbe practice -- Profile of nhimbe participants -- Methods of knowledge and skills transfer and strategic points during nhimbe -- Some forms of knowledge and skills shared during nhimbe. |
| Summary |
This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Ethnoscience -- Africa -- 21st century.
|
|
Ethnoscience |
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Africa https://id.oclc.org/worldcat/entity/E39PBJkHrMyfHC67yqRTycbrv3 |
| Chronological Term |
2000-2099 |
| Added Author |
Muyambo, Tenson, editor.
|
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Hlatywayo, Anniegrace M., editor.
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Sithole, Pindai M., editor.
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Mawere, Munyaradzi, editor.
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| Other Form: |
Print version: 9956552291 9789956552290 (OCoLC)1296401262 |
| ISBN |
9789956552559 (electronic book) |
|
9956552550 (electronic book) |
|
9956552291 |
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9789956552290 |
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