Teachers’ Stances and Practical Arguments Regarding a Science‐Indigenous Knowledge Curriculum: Part 1

Ogunniyi, Meshach B.

doi:10.1080/09500690600931020

Cited by 79 publications

(57 citation statements)

References 36 publications

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“…It is well known that curriculum reforms cannot succeed without a close attention to the teacher professional development programmes (e.g. Naidoo & Savage, 1998;Ogunniyi, 1986Ogunniyi, , 1996bOgunniyi, , 2007aOgunniyi, , 2007b. In the 1986 article titled ''Two decades of Science Education in Africa'', Ogunniyi (1986) attempted to show how curriculum reforms in African countries have affected the quality of science teaching in most African science classrooms.…”

Section: Introductionmentioning

confidence: 98%

Pre-service Science Teacher Education in Africa: Prospects and Challenges

Ogunniyi¹,

Rollnick²

2015

Journal of Science Teacher Education

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Since the independence era in the 1950s and 1960s, many African countries have recognised the important role that science plays in the socio-economic development of any country. As a result, various African governments have enacted policies and allocated a large proportion of their gross national product to the science and science education sector of the economy. For instance, many African countries introduced universal primary education and to cater for the bulging student population increased the number of their secondary schools considerably. However, the rapid expansion of educational facilities has to some degree compromised the quality of the science teaching in many African schools. Among the various problems facing science education in Africa since the independence era, however, the most frequently mentioned has been the shortage of qualified science teachers. Science teachers play a critical role in laying the foundation of scientific literacy of a country. Indeed, no education system can outperform the quality of its teachers.

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Section: Introductionmentioning

confidence: 98%

Pre-service Science Teacher Education in Africa: Prospects and Challenges

Ogunniyi¹,

Rollnick²

2015

Journal of Science Teacher Education

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“…Failure to conform could be met with harsh punitive measures (Mnyaka and Motlhabi 2015). According to Meshach Bolaji Ogunniyi (2007), a growing rift between new structures and traditional values has seen the erosion of the spirit of Ubuntu, and has made it difficult for people to interact openly in certain instances. Tessa Hicks Peterson (2009) affirms that significant shifts are necessary within education, and by implication teacher education, in order to build a bridge between the local indigenous culture and social change.…”

Section: Ethical Challengesmentioning

confidence: 99%

From contextual frustrations to classroom transformations: female empowerment through science education in rural South Africa

Schabort

Sinnes

Kyle

2017

Educational Action Research

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The objective of this transformative action research project was to explore and develop sustainable methods to promote female empowerment through science education in rural, disadvantaged sectors of South Africa. In an attempt to achieve this we collaborated with local community members to develop and implement a contextualized science curriculum at a school in the aforementioned setting. As soon as the project was launched it became increasingly clear that although the ideology of 'empowerment through science education' seemed a promising venture, it could also be an extremely complex and often frustrating undertaking. This was especially true when working within an unfamiliar cultural setting. Numerous challenges, such as the lack of teacher motivation, malnutrition amongst the learners, and conflicts stemming from differences between the indigenous knowledge and the western concept of science, greatly impeded the delivery of quality education in the area. These challenges had to be addressed both in pedagogical and practical terms before any attempt towards libratory education could be made. This article sheds light on the complex inter-relationship between the human factor and the organizational and physical infrastructure at a school. It begins with a brief description of the local context and goes on to identify the theoretical underpinnings and chosen methodology for the project. The article concludes with a review of the complexities involved in possible attempts to initiate and foster educational and social transformations in a rural South African setting. We contend that it is essential to first be thoroughly familiar with the background, culture, and needs of any community before any attempts are made towards social justice.

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“…Much has been written over the years about complications African learners experience when learning science (see Ogawa 1989;Ogunniyi 1988Ogunniyi , 2007Jegede 1989;Jegede and Okebukola 1989;Jegede and Fraser 1990;Okebukola and Jegede 1990;Jegede 1996). Despite this body of literature that has been produced and the fact that indigenous knowledge systems reside among the majority of South Africans, the topic has not been given the attention it deserves.…”

Section: Introductionmentioning

confidence: 99%