| dc.description |
Asabere-Ameyaw, A., University of Education, Winneba, Ghana; Dei, G.J.S., Sociology and Equity Studies, Ontario Institute for Studies in Education, University of Toronto (OISE/UT), Canada; Raheem, K., University of Jyv�skyl�, University of Education, Winneba, Ghana, Center for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana |
en_US |
| dc.description.abstract |
This chapter draws upon the broader philosophical and theoretical implications of our understanding Indigenous science and science education in African schools. Today, we are having to contend with the crisis of ideas and imagination as we search for genuine educational options for young learners. African subjects have always played a central role in the conception, generation, design and implementation of knowledge. As already noted, it is through the mutual interrogation of ideas, concepts, principles, symbols, cultural and social values that the foundation of knowledge can be established. Tensions of the intellectual identity and the clarification of what is science are not new. � 2012 Sense Publishers. All Rights Reserved. |
en_US |