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.

Detalles Bibliográficos
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Bamenda, Cameroon : Langaa RPCIG, 2022.
Colección:Book collections on Project MUSE.
Temas:
Ethnoscience.
Ethnosciences > Afrique > 21e siecle.
Ethnoscience > Africa > 21st century.
Africa.
Electronic books.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • 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
  • 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
  • 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
  • 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
  • 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

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