Open AccessEmploying cultural and indigenous sources of knowledge in the context of semiruralschools
Author(s) -
Annemarie Hattingh
Publication year - 2015
Publication title -
suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie/die suid-afrikaanse tydskrif vir natuurwetenskap en tegnologie
Language(s) - English
Resource type - Journals
eISSN - 2222-4173
pISSN - 0254-3486
DOI - 10.4102/satnt.v34i1.1312
Subject(s) - indigenous , situated , context (archaeology) , multiculturalism , socioeconomic status , traditional knowledge , narrative , pedagogy , sociology , mathematics education , psychology , geography , population , ecology , linguistics , philosophy , demography , archaeology , artificial intelligence , computer science , biology
The study was conducted to gain insight into the pegagogical approaches and practices of physical science teachers who used cultural and indigenous knowledge in some way in semirural schools. All the schools were situated in environments with a low socioeconomic index and none of the schools had a science laboratory or equipment available for teaching physical science. The theoretical frame emanates from constructs as described in cultural border-crossing and culturally relevant pedagogy. Four cases were identified and the narrative data analysed, using the Banks Topology which describes four levels of indigenous knowledge integration. The implication of the four categorised cases is that they may be critically unpacked during the professional development and preservice preparation of teachers who have to teach physical science to multicultural learners