Authors:
- Through a multi-sited qualitative study of three rural and urban schools in Kenya, the volume examines the ways the colonial legacy of inequality and the dichotomy between “Western” and “indigenous” knowledge intersect in natural science education and calls for critical postcolonial approaches.
Part of the book series: Cultural Perspectives in Science Education (CHPS)
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Table of contents (8 chapters)
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Front Matter
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Back Matter
About this book
Authors and Affiliations
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The Council for International Culture and Education, USA
Darren M. O’Hern
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Waseda University, Tokyo, Japan
Yoshiko Nozaki
Bibliographic Information
Book Title: Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya
Book Subtitle: Toward Critical Postcolonial Curriculum Policies and Practices
Authors: Darren M. O’Hern, Yoshiko Nozaki
Series Title: Cultural Perspectives in Science Education
DOI: https://doi.org/10.1007/978-94-6209-542-7
Publisher: SensePublishers Rotterdam
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: SensePublishers-Rotterdam, The Netherlands 2014
eBook ISBN: 978-94-6209-542-7Published: 05 May 2014
Edition Number: 1
Number of Pages: XIV, 162
Topics: Education, general