ADVANCING INDIGENOUS KNOWLEDGE (IK) IN SUSTAINABLE TEACHING AND LEARNING PRACTICES TO PROMOTING ECONOMIC DEVELOPMENT
MICHEAL M. VAN WYK (University of South Africa, South Africa)
2014 • Pages: 095 • Binding: Hard •
PRICE: US $ 50/- Rs. 1000/-
(Human Ecology Special Issue No. 19)
The relevance of Indigenous Knowledge on sustainable economic development with reference to the context of teaching and learning was the theme of this special volume. This volume consists of case studies that investigate the theory, practices and challenges faced in the process of advancing Indigenous Knowledge (IK) in sustainable teaching and learning practices to promoting economic development. Most importantly, investing in the exchange of IK and its integration into the assistance programs of the World Bank and its development partners can help to reduce poverty. The realization that IK has not become redundant in today’s world is increasingly widespread. The Rio Declaration, the Convention on Biological Diversity, the documents coming out of the World Summit on Sustainable Development (United Nations 2012), and a whole host of other international instruments and forums have emphasized the current (and future) relevance of IK.
The papers in this special issue focus on various issues regarding Indigenous Knowledge as a phenomenon providing and creating sustainable teaching and learning practices to promoting economic development in an African context. Though the special issue focus on the relevance of Indigenous Knowledge, most of the papers explore the issues from an educational context.
Peter Kwaira and Mishack T. Gumbo • Applying Design and Technology Education in Addressing Farmers’ Problems in the Makonde Rural District, Zimbabwe
John Makala Lilemba and Yonah Matemba • Reclaiming Indigenous Knowledge of Mafwe in a Post-colonial Namibian Curriculum
Norma R. A. Romm • Indigenous Ways of Knowing and Possibilities for Re-envisaging Globalization: Implications for Human Ecology
M. E. Baloyi • Paying Lobola When My Wife Dies: An African Pastoral Study about the Practice of Forcing People to Pay Lobola After Their Wives Passed Away
M. J. van Breda • Truants’ Perceptions of Parental Involvement in Their Education: How Can Parents Assist?
Taole Matshidiso Joyce • Against All Odds: How Do Primary Teachers Navigate in Multi-grade Teaching Contexts?
Bobo Segoe • Tutor Support in an Open Distance Learning (ODL) Environment for Upgrading Teachers
Petro Marais and Alena van Schalkwyk • Open Distance Learning Community Engagement: Identifying the Needs of a Community School
Micheal M. Van Wyk • The NamaStap as Indigenous Identity and Cultural Knowledge
Charity Dewah and Micheal M. Van Wyk • The Place of Indigenous Cultural Games by Educators in the Teaching and Learning of Mathematics
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