Turkana Children's Rights to Education and Indigenous Knowledge in Science Teaching in Kenya.
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Date
2011
Authors
Ng'asike, J. T.
Journal Title
Journal ISSN
Volume Title
Publisher
Lambert Academic Publishing
Abstract
Using a qualitative ethnographic study of early childhood centres and lower
primary schools operating in rural areas in a nomadic Turkana community of
Kenya, this paper considers the failure of universal education to meet the
culturally relevant educational needs of nomadic children. The study explored
the extent to which the curriculum of schools in nomadic communities integrates
indigenous epistemologies and social cultural lifestyles of the people in science
instruction. Drawing from the literature and theories of indigenous people’s
education in Canada, New Zealand and the United States of America, the paper
discusses the critical role of indigenous epistemologies in science education.
Description
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Citation
New Zealand Journal of Teachers' Work, Volume 8, Issue 1, 55-67, 2011