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Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience.
The book argues for the integration of African indigenous science into the secondary school curriculum as a way to strengthen students' science comprehension by affirming their society's science contributions, making clear connections between Indigenous and Western science, and also as a way to promote female representation in the sciences.
This book will be of interest to scholars and practitioners of science education, African education, and indigenous knowledge.
List of contents
Table of Contents
Introduction: African Science Education: Gendering Indigenous Knowledge in Nigeria – Jamaine Abidogun
Chapter 1: Where are the Girls? – Jamaine Abidogun
Chapter 2: Indigenous Knowledge: Its Role in Education – Steve Willis
Chapter 3: Igbo Indigenous Science: An Ethnobiologist Perspective – Fred Ozioko and Felix I. Nwafor
Chapter 4: Going to School: Nsukka Education Context – Nkiru Ohia and Jamaine Abidogun
Chapter 5: The Shalom Dream: Nigerian Based Education – Victoria Onu and Jamaine Abidogun
Chapter 6: Gendered Narratives – Sarah Nixon
Chapter 7: Integrating Indigenous Science and Technology into the Curriculum – Georgianna Saunders
Chapter 8: Creating Gender Parity: Igbo Women’s Indigenous Science Knowledge Practice – Winifred Nwaefido Obasi
Chapter 9: Conclusion: Gendering Science through Syncretic Education – Jamaine Abidogun
Appendix: Interview, Focus Group, and Journal Protocols
Index
About the author
Jamaine Abidogun is Professor Emeritus of African and African-American Studies & Education at the Missouri State University, USA.
Summary
Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience.
The book argues for the integration of African indigenous science into the secondary school curriculum as a way to strengthen students’ science comprehension by affirming their society’s science contributions, making clear connections between Indigenous and Western science, and also as a way to promote female representation in the sciences.
This book will be of interest to scholars and practitioners of science education, African education, and indigenous knowledge.
