Re-imagining indigenous knowledge and practices in 21st century Africa :: debunking myths & misconceptions for conviviality and sustainability /
This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa.
Gespeichert in:
| Weitere Verfasser: | , , , |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Mankon, Bamenda, North West Region, Cameroon :
Langaa RPCIG,
[2022]
|
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa. |
| Beschreibung: | 1 online resource |
| Bibliographie: | Includes bibliographical references. |
| ISBN: | 9789956552559 9956552550 |
Internformat
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| 245 | 0 | 0 | |a Re-imagining indigenous knowledge and practices in 21st century Africa : |b debunking myths & misconceptions for conviviality and sustainability / |c editors, Tenson M. Muyambo, Anniegrace M. Hlatywayo, Pindai M. Sithole, Munyaradzi Mawere. |
| 264 | 1 | |a Mankon, Bamenda, North West Region, Cameroon : |b Langaa RPCIG, |c [2022] | |
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| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a 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 -- Decolonizing 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 | |
| 505 | 8 | |a 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 multi-disciplinary 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. | |
| 520 | |a This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa. | ||
| 588 | 0 | |a Online resource; title from digital title page (viewed on June 08, 2022). | |
| 650 | 0 | |a Ethnoscience |z Africa |y 21st century. | |
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| 700 | 1 | |a Muyambo, Tenson, |e editor. |0 http://id.loc.gov/authorities/names/no2021101192 | |
| 700 | 1 | |a Hlatywayo, Anniegrace M., |e editor. |0 http://id.loc.gov/authorities/names/no2022068834 | |
| 700 | 1 | |a Sithole, Pindai M., |e editor. |0 http://id.loc.gov/authorities/names/no2022068844 | |
| 700 | 1 | |a Mawere, Munyaradzi, |e editor. |0 http://id.loc.gov/authorities/names/no2011168330 | |
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| author2 | Muyambo, Tenson Hlatywayo, Anniegrace M. Sithole, Pindai M. Mawere, Munyaradzi |
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| author_facet | Muyambo, Tenson Hlatywayo, Anniegrace M. Sithole, Pindai M. Mawere, Munyaradzi |
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| contents | 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 -- Decolonizing 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 multi-disciplinary 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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| discipline | Allgemeine Naturwissenschaft |
| era | 2000-2099 fast |
| era_facet | 2000-2099 |
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| spelling | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / editors, Tenson M. Muyambo, Anniegrace M. Hlatywayo, Pindai M. Sithole, Munyaradzi Mawere. Mankon, Bamenda, North West Region, Cameroon : Langaa RPCIG, [2022] 1 online resource text txt rdacontent computer c rdamedia online resource cr rdacarrier Includes bibliographical references. 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 -- Decolonizing 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 multi-disciplinary 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. This book is on the re-imagination of Indigenous Knowledge Systems (IKS) and practices in 21st century Africa. Online resource; title from digital title page (viewed on June 08, 2022). Ethnoscience Africa 21st century. Ethnosciences Afrique 21e siècle. Ethnoscience fast Africa fast https://id.oclc.org/worldcat/entity/E39PBJkHrMyfHC67yqRTycbrv3 2000-2099 fast Muyambo, Tenson, editor. http://id.loc.gov/authorities/names/no2021101192 Hlatywayo, Anniegrace M., editor. http://id.loc.gov/authorities/names/no2022068834 Sithole, Pindai M., editor. http://id.loc.gov/authorities/names/no2022068844 Mawere, Munyaradzi, editor. http://id.loc.gov/authorities/names/no2011168330 Print version: 9956552291 9789956552290 (OCoLC)1296401262 FWS01 ZDB-4-EBA FWS_PDA_EBA https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3259340 Volltext |
| spellingShingle | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / 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 -- Decolonizing 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 multi-disciplinary 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. Ethnoscience Africa 21st century. Ethnosciences Afrique 21e siècle. Ethnoscience fast |
| title | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / |
| title_auth | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / |
| title_exact_search | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / |
| title_full | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / editors, Tenson M. Muyambo, Anniegrace M. Hlatywayo, Pindai M. Sithole, Munyaradzi Mawere. |
| title_fullStr | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / editors, Tenson M. Muyambo, Anniegrace M. Hlatywayo, Pindai M. Sithole, Munyaradzi Mawere. |
| title_full_unstemmed | Re-imagining indigenous knowledge and practices in 21st century Africa : debunking myths & misconceptions for conviviality and sustainability / editors, Tenson M. Muyambo, Anniegrace M. Hlatywayo, Pindai M. Sithole, Munyaradzi Mawere. |
| title_short | Re-imagining indigenous knowledge and practices in 21st century Africa : |
| title_sort | re imagining indigenous knowledge and practices in 21st century africa debunking myths misconceptions for conviviality and sustainability |
| title_sub | debunking myths & misconceptions for conviviality and sustainability / |
| topic | Ethnoscience Africa 21st century. Ethnosciences Afrique 21e siècle. Ethnoscience fast |
| topic_facet | Ethnoscience Africa 21st century. Ethnosciences Afrique 21e siècle. Ethnoscience Africa |
| url | https://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&AN=3259340 |
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