Towards a paradigm shift: incorporating indigenous epistemologies in primary school education
The glaring marginalization of African knowledge systems from most, if not all, African curricula is no accident of history, but a deliberate process undertaken during Africa's colonization to subjugate its people. This has had far reaching repercussions on the child and his schooling, where th...
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| Main Authors: | , |
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| Format: | Book chapter |
| Language: | English |
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C. C. Wolhuter
2016
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| Online Access: | http://hdl.handle.net/11408/1103 |
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| _version_ | 1779905248076234752 |
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| author | Machingure, Viola Mutemeri, Judith |
| author_facet | Machingure, Viola Mutemeri, Judith |
| author_sort | Machingure, Viola |
| collection | DSpace |
| description | The glaring marginalization of African knowledge systems from most, if not all, African curricula is no accident of history, but a deliberate process undertaken during Africa's colonization to subjugate its people. This has had far reaching repercussions on the child and his schooling, where the child was forced to operate in two parallel world-views. The purpose of this paper is to first, describe and define the African world-view as experienced in the home. Secondly, the paper highlights the great divide that there is between the home and the school and the catastrophes that the child finds himself in. Finally, the paper suggests way forward for primary school education. |
| format | Book chapter |
| id | ir-11408-1103 |
| institution | My University |
| language | English |
| publishDate | 2016 |
| publisher | C. C. Wolhuter |
| record_format | dspace |
| spelling | ir-11408-11032022-06-27T13:49:05Z Towards a paradigm shift: incorporating indigenous epistemologies in primary school education Machingure, Viola Mutemeri, Judith Democracy in Education Education - Africa The glaring marginalization of African knowledge systems from most, if not all, African curricula is no accident of history, but a deliberate process undertaken during Africa's colonization to subjugate its people. This has had far reaching repercussions on the child and his schooling, where the child was forced to operate in two parallel world-views. The purpose of this paper is to first, describe and define the African world-view as experienced in the home. Secondly, the paper highlights the great divide that there is between the home and the school and the catastrophes that the child finds himself in. Finally, the paper suggests way forward for primary school education. 2016-04-27T13:24:10Z 2016-04-27T13:24:10Z 2008 Book chapter 978-1-86822-527-9 http://hdl.handle.net/11408/1103 en open C. C. Wolhuter |
| spellingShingle | Democracy in Education Education - Africa Machingure, Viola Mutemeri, Judith Towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| title | Towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| title_full | Towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| title_fullStr | Towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| title_full_unstemmed | Towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| title_short | Towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| title_sort | towards a paradigm shift: incorporating indigenous epistemologies in primary school education |
| topic | Democracy in Education Education - Africa |
| url | http://hdl.handle.net/11408/1103 |
| work_keys_str_mv | AT machingureviola towardsaparadigmshiftincorporatingindigenousepistemologiesinprimaryschooleducation AT mutemerijudith towardsaparadigmshiftincorporatingindigenousepistemologiesinprimaryschooleducation |