The decolonisation of the curriculum project:
AOSIS Scholarly Books
| Field | Value | |
| Title | The decolonisation of the curriculum project: | |
| Creator | de Beer, Josef; Research Focus Area Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa Bailey, Roxanne; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa Bester, Susan; Self-Directed Learning, School of Commerce and Social Sciences in Education, Faculty of Education, North-West University, Potchefstroom, South Africa Dudu, Washington T; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Mafikeng, South Africa Golightly, Aubrey; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa Havenga, Marietjie; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa Jagals, Divan; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa le Grange, Lesley; Distinguished Professor, Faculty of Education, Stellenbosch University, Stellenbosch, South Africa Laubscher, Dorothy; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa Mentz, Elsa; Research Focus Area Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa Mdakane, Marry; RFA Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa Olivier, Jako; UNESCO Chair OER, Faculty of Education, North-West University, Potchefstroom, South Africa Petersen, Neal; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa Potgieter, Erika; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Vanderbijlpark, South Africa Sebotsa, Tswakae; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa Speight Vaughn, Melissa; RFA Self-Directed Learning, Faculty of Education, North-West University, Potchefstroom, South Africa van der Walt, Marthie; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa van der Westhuizen, Christo; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa van Wyk, Ben-Erik; DST-NRF South African Research Chair of Indigenous Plant Use, Department of Botany and Plant Biotechnology, Faculty of Natural Sciences, University of Johannesburg, Johannesburg, South Africa White, Lounell; School of Mathematics, Science and Technology Education, Faculty of Education, North-West University, Potchefstroom, South Africa | |
| Description | This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation (NRF) and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North West, Northern Cape, Limpopo, and Gauteng provinces). Based on the data obtained after each intervention, design principles were formulated to redesign SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers’ classrooms. | |
| Publisher | AOSIS Scholarly Books | |
| Date | 2019-10-02 | |
| Identifier | 978-1-928523-17-8 | |
| Source | AOSIS Scholarly Books; | |
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