Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya: Toward Critical Postcolonial Curriculum Policies and Practices

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Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between "Western" and "indigenous" knowledge operates in Kenyan education. In particular, it examines views on natural sciences expressed by the students, teachers, the state's curricula documents, and schools' exam-oriented pedagogical approaches. O'Hern and Nozaki question state and local education policies and practices as they relate to natural science subjects such ...

Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya: Toward Critical Postcolonial Curriculum Policies and Practices 2014, Sense Publishers

ISBN-13: 9789462095403

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Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya: Toward Critical Postcolonial Curriculum Policies and Practices 2014, Sense Publishers

ISBN-13: 9789462095410

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