@article{704886,
      recid = {704886},
      author = {O'Hern, Darren M., and Nozaki, Yoshiko,},
      title = {Natural science education, indigenous knowledge, and  sustainable development in rural and urban schools in Kenya  : toward critical postcolonial Curriculum Policies and  Practices /},
      pages = {1 online resource (xiv, 162 pages).},
      abstract = {Through a multi-sited qualitative study of three Kenyan  secondary schools in rural Taita Hills and urban Nairobi,  the volume explores the ways the dichotomy between  ?Western? and ?indigenous? knowledge operates in Kenyan  education. In particular, it examines views on natural  sciences expressed by the students, teachers, the state?s  curricula documents, and schools? exam-oriented pedagogical  approaches. O?Hern and Nozaki question state and local  education policies and practices as they relate to natural  science subjects such as agriculture, biology, and  geography and their dismissal of indigenous knowledge about  environment, nature, and sustainable development. They  suggest the need to develop critical postcolonial  curriculum policies and practices of science education to  overcome knowledge-oriented binaries, emphasize sustainable  development, and address the problems of inequality, the  center and periphery divide, and social, cultural, and  environmental injustices in Kenya and, by implication,  elsewhere. ?In an era of environmental crisis and  devastation, education that supports sustainability and  survival of our planet is needed. Within a broader  sociopolitical context of post-colonialism and  globalization, this volume points out possibilities and  challenges to achieve such an education.},
      url = {http://library.usi.edu/record/704886},
      doi = {https://doi.org/10.1007/978-94-6209-542-7},
}