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Re-imagining Indigenous Knowledge and Practices in 21st Century Africa : Debunking Myths and Misconceptions for Conviviality a /
This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa.
| Formato: | Electrónico eBook |
|---|---|
| Idioma: | Inglés |
| Publicado: |
Bamenda, Cameroon :
Langaa RPCIG,
2022.
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| Colección: | Book collections on Project MUSE.
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| Temas: | |
| Acceso en línea: | Texto completo |
MARC
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| 003 | MdBmJHUP | ||
| 005 | 20230905053528.0 | ||
| 006 | m o d | ||
| 007 | cr||||||||nn|n | ||
| 008 | 220412s2022 cm o 00 0 eng d | ||
| 020 | |a 9789956552559 | ||
| 020 | |z 9789956552290 | ||
| 035 | |a (OCoLC)1310396709 | ||
| 040 | |a MdBmJHUP |c MdBmJHUP | ||
| 245 | 0 | 0 | |a Re-imagining Indigenous Knowledge and Practices in 21st Century Africa : |b Debunking Myths and Misconceptions for Conviviality a / |c Edited by Tenson M. Muyambo, Anniegrace M. Hlatwayo, Pindai M. Sithole & Munyaradzi Mawere. |
| 264 | 1 | |a Bamenda, Cameroon : |b Langaa RPCIG, |c 2022. | |
| 264 | 3 | |a Baltimore, Md. : |b Project MUSE, |c 2022 | |
| 264 | 4 | |c ©2022. | |
| 300 | |a 1 online resource (478 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 505 | 0 | |a 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 -- Decolonising 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 | |
| 505 | 0 | |a 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 | |
| 505 | 0 | |a 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 | |
| 505 | 0 | |a 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 | |
| 505 | 0 | |a 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 multidisciplinary 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 | |
| 520 | |a This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa. | ||
| 588 | |a Description based on print version record. | ||
| 650 | 7 | |a Ethnoscience. |2 fast |0 (OCoLC)fst00916208 | |
| 650 | 6 | |a Ethnosciences |z Afrique |y 21e siecle. | |
| 650 | 0 | |a Ethnoscience |z Africa |y 21st century. | |
| 651 | 7 | |a Africa. |2 fast |0 (OCoLC)fst01239509 | |
| 655 | 7 | |a Electronic books. |2 local | |
| 710 | 2 | |a Project Muse. |e distributor | |
| 830 | 0 | |a Book collections on Project MUSE. | |
| 856 | 4 | 0 | |z Texto completo |u https://projectmuse.uam.elogim.com/book/100540/ |
| 945 | |a Project MUSE - Custom Collection | ||
| 945 | |a Project MUSE - 2022 Archaeology and Anthropology | ||
| 945 | |a Project MUSE - 2022 African Studies | ||
| 945 | |a Project MUSE - 2022 Complete | ||