Manuscript Number: 012914086     Integrating Traditional African Education into Current Educational Practices: Suggestions for Primary School Pedagogy

Majoni, Cuthbert; Chinyanganya, Taurai L.

doi:10.15580/gjets.2014.3.012914086

Cited by 4 publications

(3 citation statements)

References 1 publication

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“…The stories shape people's perspectives to appreciate the relevance of peaceful coexistence amid disagreements. These stories are passed on from the ancestral generations and learned by children listening to elders to emulate the morality and the accepted forms of behavior (Majoni & Chinyanganya, 2014).…”

Section: Importance Of Stories In Childhood Learning Stimulationmentioning

confidence: 99%

Challenges Educators Face in Incorporating Indigenous Story-Based Pedagogy (ISBP) into Classroom Instruction: Evidence from Bongo District, Ghana

2022

JEP

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Indigenous story-based pedagogy in early childhood education plays a significant role in knowledge construction as situated in the cultural ecosystem of learners. The study assessed early childhood educators' challenges in incorporating indigenous story-based pedagogy in the Bongo District of Ghana. The research employed a qualitative study approach. Research participants were chosen through a purposive and convenient sampling strategies to provide information for the study. Forty (40) participants of early childhood educators and headteachers were interviewed using an interview guide with questions framed from the research questions to elicit qualitative data from them. The approach was triangulated by observing educators' work in the classroom and views from key informants from the Bongo education directorate. Key findings of the research emerged that early childhood educators demonstrate inadequate knowledge of indigenous story-based pedagogy in the classroom. Insufficient skills in creative pedagogy using indigenous stories, negative attitude towards early childhood education, and indigenous stories as a tool for teaching. Others are inadequate related teaching and learning resources (TLRs), ineffective policy implementation of the KG curriculum, and the general concentration on Eurocentric-based curriculum and pedagogic approaches. Therefore, the study recommends revising training content and context for educators to incorporate indigenous based-stories in the classroom, in-service training for educators on the field on the policy. Framing training modules for educators should depict the local knowledge systems and ensure effective implementation of policies and curricula. School authorities should strengthen school-community relations and the need for educators to develop a positive attitude towards the pedagogy of indigenous knowledge systems.

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Section: Importance Of Stories In Childhood Learning Stimulationmentioning

confidence: 99%

Challenges Educators Face in Incorporating Indigenous Story-Based Pedagogy (ISBP) into Classroom Instruction: Evidence from Bongo District, Ghana

2022

JEP

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“…Most informants and interviewees stated that, Traditional church schools are some of the most marginalized knowledge heritage assets in the country. Its negligence can be seen as it is not wellidentified, financed, documented and promoted as heritage sites by most governmental and nongovernmental institutions except some associations such as Mahebere-Kidusan and Tabor society [25,26]. Even most secular education institutions considered traditional church schools as only the assets of Ethiopian Orthodox Church.…”

Section: Scanty Of Attentionmentioning

confidence: 99%

Challenges and Opportunities for Safeguarding Traditional Church Schools as Cultural Heritage Center: The Case of Three Selected Schools, South Gondar Zone, Ethiopia

Yehuwala¹,

Molla²

2018

J Tourism Hospit

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This study was designed to assess Challenges and Opportunities for Safeguarding of Traditional church schools of South Gondar Zone. To achieve the objectives of this research, Qualitative research approach and a crosssectional research design was employed. The principal sources of data for this research were both primary and secondary data. Primary data were collected from purposively selected interviewees and discussants through semistructured interviews and focus group discussion, and by the researchers' field observation whereas published and unpublished documents related with the study were secondary sources. The findings of this study revealed that expansion of Modern Education, low salary for Teachers, high unemployment rate for those specialized in church education, shortage of financial support for Church schools, lack of basic needs for students and teachers, absence of documentation, Shortage of learning Text books, lack of attention, and Poor Promotion of Traditional Schools of Ethiopian Orthodox Church are challenges to safeguard it. The finding of this study also asserted that the establishment of Mahebere Qidusan, the existence of voluntary organization such as Tabor society to support traditional church schools, diocese strong commitment to support traditional church schools both in finance and in kind, the existence of churches decorated with pre-Gondarine and Gondarine paintings, and rich in priceless log aged treasures, and its geographical accessibility are opportunities to safeguard traditional church schools.

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“…Ketersediaan sumber belajar lainnya, misalkan buku-buku sumber yang relevan tersedia dalam jumlah yang cukup banyak sehingga dapat menjawab kebutuhan para siswa dalam proses pembelajaran. Majoni (2014) menegaskan bahwa kondisi ini merupakan salah satu faktor penentu kualitas pengetahuan siswa.…”

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Dinamika Pembelajaran Di Daerah 3t Berbasis Kepulauan Bagian Timur Nusantara Ditinjau Dari Aliran Filsafat Pendidikan

Labuem

2024

SJRI

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Abstract: Penelitian ini bertujuan untuk mendeskripsikan dinamika pembelajaran di Kepulauan Aru sebagai daerah 3T yang ditinjau dari aliran filsafat pendidikan. Penelitian ini merupakan penelitian kualitatif. Instrumen yang digunakan dalam penelitian ini adalah lembar wawancara dan alat perekam. Hasil penelitian menunjukkan bahwa dinamika pembelajaran di Kepulauan Aru sebagai daerah 3T memiliki kaitan erat dengan aliran filsafat pragmatisme dan progresivisme. Dalam filsafat pragmatisme, pengalaman adalah basis pendidikan. Pendidikan merupakan suatu proses penggalian dan pengolahan pengalaman secara terus menerus. Inti pendidikan adalah usaha untuk terus menerus menyusun kembali (reconstruction) dan menata ulang (reorganization) pengalaman hidup siswa. Aliran progresivisme menghendaki adanya kemerdekaan dan keleluasaan lembaga pendidikan mengeksplorasi kecerdasan dan kemampuan siswa sesuai dengan potensi, minat dan kecenderungannya masing-masing secara demokratis, fleksibel, dan menyenangkan.

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Manuscript Number: 012914086 Integrating Traditional African Education into Current Educational Practices: Suggestions for Primary School Pedagogy

Cited by 4 publications

References 1 publication

Challenges Educators Face in Incorporating Indigenous Story-Based Pedagogy (ISBP) into Classroom Instruction: Evidence from Bongo District, Ghana

Challenges Educators Face in Incorporating Indigenous Story-Based Pedagogy (ISBP) into Classroom Instruction: Evidence from Bongo District, Ghana

Challenges and Opportunities for Safeguarding Traditional Church Schools as Cultural Heritage Center: The Case of Three Selected Schools, South Gondar Zone, Ethiopia

Dinamika Pembelajaran Di Daerah 3t Berbasis Kepulauan Bagian Timur Nusantara Ditinjau Dari Aliran Filsafat Pendidikan

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