Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education

Seehawer, Maren; Breidlid, Anders

doi:10.1016/j.ssaho.2021.100200

Cited by 16 publications

(7 citation statements)

References 29 publications

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“…The experiences of Dhurba and Pooja show the present scenario of science learning in the Nepalese context. The school science teaching scenario indicates that, as cultural theory mentions, teachers should have self-motivation to link school science with day-to-day Ethno knowledge of students with creating an appropriate learning environment at school (Seehawer & Breidlid, 2021). Even in the absence of an appropriate science laboratory, science teachers could be able to participate culturally and economically marginalized students towards learning activities by providing the opportunity for discussion, interaction and free learning situations (Koirala, 2021).…”

Section: Discussionmentioning

confidence: 99%

Connecting Cultural Knowledge with Western-Based School Science: Experiences of Marginalized Students

Koirala

Parajuli

2022

KMC J.

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This study focuses on interactive, creative, collaborative, and inclusive science teaching environments both in school and at home to create and extend multicultural science knowledge based on the experience of culturally marginalized students toward science learning. This case study explored the knowledge construction system of students. Two culturally and economically marginalized students of a public secondary school located at Gorkha Municipality were purposively selected. To collect information in-depth interview was taken with two students jointly, and classroom teaching activities were observed and noted in the diary. The transcription of interviews and field notes taken from the classroom observation were coded, categorized and three global themes were identified. Based on global themes, the data were analyzed according to the view of participants compared to the culturally relevant pedagogy and cultural theories. The selected students were not satisfied with their teacher’s teaching strategies. The study found that culturally relevant science teaching is mainly affected by pedagogical, environmental, and strategic problems. Teachers and the school culture are seen as the main problem in implementing and braiding culturally relevant science teaching in the multicultural classroom. Science teacher is found to fail to link modern science teaching with community knowledge of culturally and economically marginalized students. Underestimating the other cultural students’ participation and teachers’ voices in science teaching is the limitation of this study.

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Section: Discussionmentioning

confidence: 99%

Connecting Cultural Knowledge with Western-Based School Science: Experiences of Marginalized Students

Koirala

Parajuli

2022

KMC J.

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“…The purpose of education, presented by Fazlur Rahman, is to develop human beings in such a way that all the knowledge they acquire will become organs in the whole creative person, which allows humans to utilize natural resources for the good of mankind and to create justice, will and world order (Seehawer & Breidlid, 2021). According to Rahman, the purpose of Islamic education has been more likely to be oriented towards the afterlife alone and is defensive; he said:…”

Section: The Purpose Of Educationmentioning

confidence: 99%

The Essence of Education: Views of Classical and Contemporary Scholars

Iwantoro,

Tobroni

2024

jie

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This research aims to describe the nature of education according to the thoughts of educational experts in the classical and contemporary eras. Ibnu Miskawaih, Al-Qabisi, and Imam Al Ghozali represent the classical era. At the same time, contemporary-era thinkers will explore the views of Mohammed Arkoun, M. Amin Abdullah, and Fazlur Rahman. This research uses a qualitative approach to the type of library research. The data collection technique uses documentation from written sources/references from books, research results and relevant research journals. The data analysis technique is carried out in data reduction, data presentation, and concluding. The research results state that classical era experts' views regarding the nature of education are how education can form people who are faithful and devout; education should pay attention to the formation of Islamic morals and character. Meanwhile, in the contemporary era, experts see a dichotomy in education. The results of this research provide several solutions to ensure that education does not have dichotomies between religion and science in the world of education, which is differentiated from general education and religious education.

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“…Good Health and Well-being (SDG3) focuses on ensuring a healthy life and promoting the well-being for all ages [26]. Quality Education (SDG4) is explained by the shortage of adequately trained teachers, poor school conditions, and equality issues related to the opportunities provided to rural children [27]. Gender Equality (SDG5) states that sustainable work should facilitate varied employment opportunities for men and women [28].…”

Section: Sustainable Development Goals and Sustainable Entrepreneurshipmentioning

confidence: 99%

Sustainable Entrepreneurship for Business Opportunity Recognition: Analysis of an Awareness Questionnaire among Organisations

et al. 2022

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An important challenge for the future is focusing on sustainability in life and business. The three elements of sustainability (economic, environmental, and social), defined in 17 factors by the United Nations (UN) as the Sustainable Development Goals (SDGs), may, therefore, be the main drivers of business competitiveness and opportunity recognition. The main aim of the article is to identify the awareness level of sustainability and sustainable development goals in the context of business opportunity areas by analysing the results of a survey of organisations in six countries (Finland, Slovakia, Italy, Austria, Spain, and Turkey). A multilingual questionnaire, administered in six participating countries, was used as a collection tool to determine the organisation’s level of awareness regarding the SDGs. A research questionnaire was filled in by 238 respondents, providing a cross-cultural view of their attitudes, knowledge, and future interest in sustainability and the SDGs. The obtained results indicate differences in the approach to sustainability issues, the scope of knowledge, interest, competencies in sustainable development and SDGs, and the content of implementation of sustainability and SDGs in organisations in different sectors, regions and countries. Further statistical evaluation of the research hypotheses states the significant relationship between the two variables: sustainable strategy and the designation of a responsible employee in each organisation rs = 0.677 (α = 0.05). It is essential to eliminate the gap in the cross-cultural approach and knowledge in engaging with sustainable strategy and its implementation in current and future organisation activities in the context of sustainability and SDGs, in order to enhance opportunities for the growth of sustainability-focused entrepreneurship across different sectors and countries.

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Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education

Cited by 16 publications

References 29 publications

Connecting Cultural Knowledge with Western-Based School Science: Experiences of Marginalized Students

Connecting Cultural Knowledge with Western-Based School Science: Experiences of Marginalized Students

The Essence of Education: Views of Classical and Contemporary Scholars

Sustainable Entrepreneurship for Business Opportunity Recognition: Analysis of an Awareness Questionnaire among Organisations

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