TY  - GEN
AU  - Bailey,Roxanne
AU  - Bester,Susan
AU  - de Beer,Josef
AU  - Dudu,Washington T.
AU  - Golightly,Aubrey
AU  - Havenga,Marietjie
AU  - Jagals,Divan
AU  - Laubscher,Dorothy
AU  - Le Grange,Lesley
AU  - Mdakane,Marry
AU  - Mentz,Elsa
AU  - Olivier,Jako
AU  - Petersen,Neal
AU  - Potgieter,Erika
AU  - Sebotsa,Tswakae
AU  - Speight Vaughn,Melissa
AU  - van der Walt,Marthie
AU  - van der Westhuizen,Christo
AU  - van Wyk,Ben-Erik
AU  - White,Lounell
AU  - de Beer,Josef
AU  - de Beer,Josef
TI  - The decolonisation of the curriculum project: The affordances of indigenous knowledge for self-directed learning
T2  - NWU Self-Directed Learning Series
SN  - aosis.2019.BK133
PY  - 2019///
CY  - Durbanville
PB  - AOSIS
KW  - Education
KW  - bicssc
KW  - Self-directed learning
KW  - decolonisation
KW  - indigenous knowledge
KW  - Cultural-Historical Activity Theory
KW  - curriculum
KW  - education
KW  - research
N1  - Open Access
N2  - This 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
UR  - https://library.oapen.org/bitstream/20.500.12657/37697/1/978-1-928523-18-5.pdf
UR  - https://directory.doabooks.org/handle/20.500.12854/31828
ER  -