TY  - GEN
AB  - 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.
AU  - O'Hern, Darren M.,
AU  - Nozaki, Yoshiko,
CN  - SpringerLink
CN  - Q183.4.K4
DO  - 10.1007/978-94-6209-542-7
DO  - doi
ID  - 704886
KW  - Science
LK  - https://univsouthin.idm.oclc.org/login?url=http://dx.doi.org/10.1007/978-94-6209-542-7
N2  - 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.
SN  - 9789462095427 
SN  - 9462095426 
T1  - Natural science education, indigenous knowledge, and sustainable development in rural and urban schools in Kenya :toward critical postcolonial Curriculum Policies and Practices /
TI  - Natural science education, indigenous knowledge, and sustainable development in rural and urban schools in Kenya :toward critical postcolonial Curriculum Policies and Practices /
UR  - https://univsouthin.idm.oclc.org/login?url=http://dx.doi.org/10.1007/978-94-6209-542-7
VL  - v.6
ER  -