NST2602 EXAM PREP.
[TURN OVER]
Question 1: [5x6 = 30 marks]
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 episte...
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. Those stages are (i.e.
10 marks per discussion in each subtopic below): -
• Colonization – the time when indigenous knowledge was not recognized as
valuable knowledge.
• Decolonization – the period when awareness about the value of indigenous
knowledge started to be incorporated in debates on curriculum policies in
education.
• Neocolonization – new forms of colonization are noted that do not involve
political control but undermine the cultural values of society by teaching
indigenous knowledge systems in a decontextualized way.
• Rebirth – the interest that is served by specific indigenous knowledge systems
(IKS) content and pedagogies in curriculums is questioned and the lack of a
theoretical framework for supporting alternative ways form an African
perspective is confronted.
• Theorization – this stage seeks to address ontological, axiological, and
epistemological issues of school curriculums in grounding TE within African
perspective.
(Any logic discussion)
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