001469964 000__ 05737cam\\22006257i\4500
001469964 001__ 1469964
001469964 003__ OCoLC
001469964 005__ 20230803003355.0
001469964 006__ m\\\\\o\\d\\\\\\\\
001469964 007__ cr\cn\nnnunnun
001469964 008__ 230624s2023\\\\si\\\\\\o\\\\\000\0\eng\d
001469964 019__ $$a1385300496$$a1388494116
001469964 020__ $$a9789819913961$$qelectronic book
001469964 020__ $$a9819913969$$qelectronic book
001469964 020__ $$z9819913950
001469964 020__ $$z9789819913954
001469964 0247_ $$a10.1007/978-981-99-1396-1$$2doi
001469964 035__ $$aSP(OCoLC)1385456455
001469964 040__ $$aEBLCP$$beng$$erda$$cEBLCP$$dGW5XE$$dYDX$$dOCLCF$$dN$T$$dYDX
001469964 049__ $$aISEA
001469964 050_4 $$aLC1395$$b.I53 2023
001469964 08204 $$a500.89$$223/eng/20230628
001469964 24500 $$aIndigenous technology knowledge systems :$$bdecolonizing the technology education curriculum /$$cMishack T. Gumbo, P. John Williams, editors.
001469964 264_1 $$aSingapore :$$bSpringer,$$c2023.
001469964 300__ $$a1 online resource (340 p.).
001469964 336__ $$atext$$btxt$$2rdacontent
001469964 337__ $$acomputer$$bc$$2rdamedia
001469964 338__ $$aonline resource$$bcr$$2rdacarrier
001469964 4901_ $$aContemporary Issues in Technology Education
001469964 5050_ $$aPart I. Making a case for indigenous technology -- 1. The leapfrogging effect of the Fourth Industrial Revolution on indigenous technology: Implications for Technology Education -- 2. Making a case for Indigenous Technological Knowledge Systems Education (ITKSE) A STEAM Perspective -- 3 -- Engineering knowledge as indigenous knowledge -- 4. Building Modern Technology Innovation on Indigenous Knowledge Systems in Technology Education -- 5. Creating the value of Indigenous Knowledge and Technologies in Technology Education Curriculum through Intellectual Property Rights -- Part II. The cultural foundations of indigenous technology -- 6. Indigenous Technological Knowledge Systems Education: Technology Education in a Swedish Smi School -- 7. Toys, Design and Technology: Intergenerational connects and embodied cultural practices -- 8. Indigenous knowledge and technology embodied in the Ogieks ethnic dress: Implications for sustainable design education and practice -- 9. Hindu Temples and Vastushastra Technology Education.
001469964 506__ $$aAccess limited to authorized users.
001469964 520__ $$aThere has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.
001469964 588__ $$aOnline resource; title from PDF title page (SpringerLink, viewed June 28, 2023).
001469964 650_0 $$aEthnoscience.
001469964 650_0 $$aEthnoscience$$xStudy and teaching.
001469964 650_0 $$aDecolonization.
001469964 655_0 $$aElectronic books.
001469964 7001_ $$aGumbo, Mishack Thiza.
001469964 7001_ $$aWilliams, John$$q(Phillip John)
001469964 77608 $$iPrint version:$$aGumbo, Mishack T.$$tIndigenous Technology Knowledge Systems$$dSingapore : Springer,c2023$$z9789819913954
001469964 830_0 $$aContemporary issues in technology education.
001469964 852__ $$bebk
001469964 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-99-1396-1$$zOnline Access$$91397441.1
001469964 909CO $$ooai:library.usi.edu:1469964$$pGLOBAL_SET
001469964 980__ $$aBIB
001469964 980__ $$aEBOOK
001469964 982__ $$aEbook
001469964 983__ $$aOnline
001469964 994__ $$a92$$bISE