NST2601
Assignment 2
2023
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NST2601
ASSIGNMENT 2 2023
Unique Number:
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
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Distribution of this document is illegal
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QUESTION 1
Many Natural sciences and Technology teachers on the African continent still
fear exploring the integration of indigenous knowledge into school curriculums
since such integration poses certain challenges for teachers at both an
epistemological and a pedagogical level. There are five stages of technology
teachers’ cultural development from an African perspective as observed by
Nhalevilo, E. (2013) in “Rethinking the history of inclusion of IKS in school
curricula: Endeavouring to legitimate the subject.”, see details on the reference
list.
Discuss any technology education theme of your choice on how you will apply
the five stages of cultural development in an African perspective.
Colonization
This stage does not refer necessarily to the time of colonial occupation in Africa but
rather to the stage when indigenous knowledge was not recognized as valued
knowledge. In many Southern African countries such as Mozambique, gaining political
independence did not create immediately an open and official curriculum place for
indigenous knowledge. For many African countries, indigenous knowledge remained
unofficial and was considered superstitious with no legitimacy for inclusion in the school
curriculum.
Decolonization
I view the decolonization stage as the period when awareness about the value of
indigenous knowledge started to take place in debates on curriculum policies in
education. This was an agitated period and one of the challenges was to define a
criterion or standard to judge which practices and knowledge could be promoted in
school curriculum. Assuming that each practice or knowledge is good depending on the
cultural standpoint one takes to look at it.
Neo – colonialization
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
Downloaded by: nonkunnkosi |
Distribution of this document is illegal
Assignment 2
2023
Contact:
@ TestbanksNotesAssignmentsAndExamspack
sGuru
+254742508812, +254727097655.
, Stuvia.com - The study-notes marketplace
NST2601
ASSIGNMENT 2 2023
Unique Number:
Terms of use
By making use of this document you agree to:
Use this document as a guide for learning,
comparison and reference purpose,
Not to duplicate, reproduce and/or misrepresent the
contents of this document as your own work,
Fully accept the consequences should you plagiarise
or misuse this document.
Disclaimer
Extreme care has been used to create this
document, however the contents are provided “as
is” without any representations or warranties,
express or implied. The author assumes no
liability as a result of reliance and use of the
contents of this document. This document is to
be used for comparison, research and reference
purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or
by any means.
Downloaded by: nonkunnkosi |
Distribution of this document is illegal
, Stuvia.com - The study-notes marketplace
QUESTION 1
Many Natural sciences and Technology teachers on the African continent still
fear exploring the integration of indigenous knowledge into school curriculums
since such integration poses certain challenges for teachers at both an
epistemological and a pedagogical level. There are five stages of technology
teachers’ cultural development from an African perspective as observed by
Nhalevilo, E. (2013) in “Rethinking the history of inclusion of IKS in school
curricula: Endeavouring to legitimate the subject.”, see details on the reference
list.
Discuss any technology education theme of your choice on how you will apply
the five stages of cultural development in an African perspective.
Colonization
This stage does not refer necessarily to the time of colonial occupation in Africa but
rather to the stage when indigenous knowledge was not recognized as valued
knowledge. In many Southern African countries such as Mozambique, gaining political
independence did not create immediately an open and official curriculum place for
indigenous knowledge. For many African countries, indigenous knowledge remained
unofficial and was considered superstitious with no legitimacy for inclusion in the school
curriculum.
Decolonization
I view the decolonization stage as the period when awareness about the value of
indigenous knowledge started to take place in debates on curriculum policies in
education. This was an agitated period and one of the challenges was to define a
criterion or standard to judge which practices and knowledge could be promoted in
school curriculum. Assuming that each practice or knowledge is good depending on the
cultural standpoint one takes to look at it.
Neo – colonialization
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is”
without any representations or warranties, express or implied. The author assumes no liability as
a result of reliance and use of the contents of this document. This document is to be used for
comparison, research and reference purposes ONLY. No part of this document may be
reproduced, resold or transmitted in any form or by any means.
Downloaded by: nonkunnkosi |
Distribution of this document is illegal
