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Indigenous and Western knowledges in...

O'Hern, Darren M.

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Indigenous and Western knowledges in science education: An ethnographic study of rural and urban secondary schools and classrooms in Kenya.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Indigenous and Western knowledges in science education: An ethnographic study of rural and urban secondary schools and classrooms in Kenya./
Author:	O'Hern, Darren M.
Description:	292 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0513.
Contained By:	Dissertation Abstracts International71-02A.
Subject:	Education, Sociology of. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3391068
ISBN:	9781109625868

Indigenous and Western knowledges in science education: An ethnographic study of rural and urban secondary schools and classrooms in Kenya.
O'Hern, Darren M.

Indigenous and Western knowledges in science education: An ethnographic study of rural and urban secondary schools and classrooms in Kenya. - 292 p.

Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0513.

Thesis (Ph.D.)--State University of New York at Buffalo, 2010.

In Kenya, indigenous knowledges related to the natural sciences are not considered in the formal science education of secondary students. Despite the prevalence of studies that examine indigenous knowledges in Kenyan school and community contexts, the perspectives of students and teachers concerning indigenous natural science knowledges and their function in the formal educational arena are remarkably absent from discussions of indigenous knowledges. How do Kenyan students and teachers view indigenous natural science knowledges and their role in formal educational formats and contexts? In this dissertation, I draw on ethnographic data collected in rural and urban public secondary schools in Kenya to explore the dichotomization of indigenous and Western science knowledges agriculture, biology, and geography classrooms. The dichotomization of these knowledges is well established in Kenya due to historical factors, state control of curricula and evaluation, and the politicization of indigenous knowledges and people. However, the research carried out for this dissertation in rural and urban secondary schools in Kenya also shows that this dichotomy is present in student and teacher voices as well. In order to move beyond the binary representations of these knowledges, I suggest the use of curricular and critical perspectives to (re)envision a more contextualized and relevant natural science education for all Kenyans.

ISBN: 9781109625868Subjects--Topical Terms:

626654
Education, Sociology of.

Indigenous and Western knowledges in science education: An ethnographic study of rural and urban secondary schools and classrooms in Kenya.
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100 1 $a O'Hern, Darren M. $3 1677321
245 1 0 $a Indigenous and Western knowledges in science education: An ethnographic study of rural and urban secondary schools and classrooms in Kenya.
300 $a 292 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-02, Section: A, page: 0513.
500 $a Adviser: Yoshiko Nozaki.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2010.
520 $a In Kenya, indigenous knowledges related to the natural sciences are not considered in the formal science education of secondary students. Despite the prevalence of studies that examine indigenous knowledges in Kenyan school and community contexts, the perspectives of students and teachers concerning indigenous natural science knowledges and their function in the formal educational arena are remarkably absent from discussions of indigenous knowledges. How do Kenyan students and teachers view indigenous natural science knowledges and their role in formal educational formats and contexts? In this dissertation, I draw on ethnographic data collected in rural and urban public secondary schools in Kenya to explore the dichotomization of indigenous and Western science knowledges agriculture, biology, and geography classrooms. The dichotomization of these knowledges is well established in Kenya due to historical factors, state control of curricula and evaluation, and the politicization of indigenous knowledges and people. However, the research carried out for this dissertation in rural and urban secondary schools in Kenya also shows that this dichotomy is present in student and teacher voices as well. In order to move beyond the binary representations of these knowledges, I suggest the use of curricular and critical perspectives to (re)envision a more contextualized and relevant natural science education for all Kenyans.
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650 4 $a Education, Secondary. $3 539262
650 4 $a Education, Sciences. $3 1017897
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710 2 $a State University of New York at Buffalo. $b Education, Leadership & Policy. $3 1020298
773 0 $t Dissertation Abstracts International $g 71-02A.
790 1 0 $a Nozaki, Yoshiko, $e advisor
790 1 0 $a Stevenson, Robert $e committee member
790 1 0 $a Weis, Lois $e committee member
790 $a 0656
791 $a Ph.D.
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