By Gloria Emeagwali, Edward Shizha
This ebook is an highbrow trip into epistemology, pedagogy, physics, structure, medication and metallurgy. the focal point is on a variety of dimensions of African Indigenous wisdom (AIK) with an emphasis at the sciences, a space that has been overlooked in AIK discourse. The authors supply varied perspectives and views on African indigenous medical and technological wisdom which can gain a large spectrum of lecturers, students, scholars, improvement brokers, and coverage makers, in either governmental and non-governmental corporations, and allow serious and substitute analyses and probabilities for figuring out technological know-how and expertise in an African historic and modern context.
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Additional resources for African Indigenous Knowledge and the Sciences: Journeys into the Past and Present
This is Africa. (2015). Zimbabwean inventor unveils amazing new prototypes. me/zimbabwean-inventor-sangulani-chikumbutso-unveils-amazingnew-prototypes/ Tripcony, P. (2010). Indigenous children and youth: Issues and underlying factors. Background paper to presentation by Dr. Penny Tripcony, Child Protection Peak, Ltd. Wahyudi, R. (2014). “Democratic” online courses as “glocalized communication” in English language teaching and applied linguistics: A proposal. Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2(3), 248–260.
Contemporary issues in technology education: The future of technology education (pp. 57–75). Singapore: Springer. Harris, S. (1990). Two-way schooling. Canberra: Aboriginal Studies Press. , & More, A. J. (1997). Aboriginal ways of learning and learning styles. Annual Conference of the Australian Association for Research in Education, Brisbane, Australia. Indiana Technology Education Curriculum Standards. (2006). Technology education content standards booklet. Indianapolis, IN: Indiana Department of Education.
These include indigenous peoples from regions such as Africa, Asia, South America, North America, Australia and New Zealand (Aikenhead, 2011). Students from non-western cultures have different life experiences and cultural beliefs from those of their Western counterparts and they struggle to reconcile their preconceived ideas and cultural beliefs with the Western science presented in school. Ogawa (1986) observes that the way people perceive and explain phenomena differs due to their beliefs and experiences.