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dc.contributor.authorBailey, Roxanne
dc.contributor.authorBester, Susan
dc.contributor.authorde Beer, Josef
dc.contributor.authorDudu, Washington T.
dc.contributor.authorGolightly, Aubrey
dc.contributor.authorHavenga, Marietjie
dc.contributor.authorJagals, Divan
dc.contributor.authorLaubscher, Dorothy
dc.contributor.authorLe Grange, Lesley
dc.contributor.authorMdakane, Marry
dc.contributor.authorMentz, Elsa
dc.contributor.authorOlivier, Jako
dc.contributor.authorPetersen, Neal
dc.contributor.authorPotgieter, Erika
dc.contributor.authorSebotsa, Tswakae
dc.contributor.authorSpeight Vaughn, Melissa
dc.contributor.authorvan der Walt, Marthie
dc.contributor.authorvan der Westhuizen, Christo
dc.contributor.authorvan Wyk, Ben-Erik
dc.contributor.authorWhite, Lounell
dc.contributor.editorde Beer, Josef
dc.date.accessioned2020-05-12T09:25:08Z
dc.date.available2020-05-12T09:25:08Z
dc.date.issued2019
dc.identifierONIX_20200512_9781928523185_9
dc.identifier.issn2707-1537
dc.identifier.urihttp://library.oapen.org/handle/20.500.12657/37697
dc.description.abstractThis book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation 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 Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of 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.
dc.languageEnglish
dc.relation.ispartofseriesNWU Self-Directed Learning Series
dc.subject.classificationbic Book Industry Communication::J Society & social sciences::JN Education
dc.subject.otherSelf-directed learning
dc.subject.otherdecolonisation
dc.subject.otherindigenous knowledge
dc.subject.otherCultural-Historical Activity Theory
dc.subject.othercurriculum
dc.subject.othereducation
dc.subject.otherresearch
dc.titleThe decolonisation of the curriculum project
dc.title.alternativeThe affordances of indigenous knowledge for self-directed learning
dc.typebook
oapen.identifier.doi10.4102/aosis.2019.BK133
oapen.relation.isPublishedByd7387d49-5f5c-4cd8-8640-ed0a752627b7
oapen.series.number2
oapen.pages446
oapen.place.publicationDurbanville


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