Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya
Through a multi-sited qualitative study of three Kenyan secondary schools in rural Taita Hills and urban Nairobi, the volume explores the ways the dichotomy between “Western” and “indigenous” knowledge operates in Kenyan education. In particular, it exami
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Cultural and Historical Perspectives on Science Education: Research Dialogs Volume 6 Series editors Kenneth Tobin The Graduate Center, City University of New York, USA Catherine Milne Steinhardt School of Culture, Education, and Human Development, New York University Research dialogs consists of books written for undergraduate and graduate students of science education, teachers, parents, policy makers, and the public at large. Research dialogs bridge theory, research, and the practice of science education. Books in the series focus on what we know about key topics in science education – including, teaching, connecting the learning of science to the culture of students, emotions and the learning of science, labs, field trips, involving parents, science and everyday life, scientific literacy, including the latest technologies to facilitate science learning, expanding the roles of students, after school programs, museums and science, doing dissections, etc.
Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya Toward Critical Postcolonial Curriculum Policies and Practices
Darren M. O’Hern The Council for International Culture and Education, NY, USA and Yoshiko Nozaki Waseda University, Tokyo, JAPAN
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6209-540-3 (paperback) ISBN: 978-94-6209-541-0 (hardback) ISBN: 978-94-6209-542-7 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2014 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
For Jessica, Lindsey, Maya, Corryn, and Elsie For Kazumi and Takeji Nozaki
TABLE OF CONTENTS
Foreword to Natural Science Education, Indigenous Knowledge, and Sustainable Development in Rural and Urban Schools in Kenya Acknowledgements
ix xiii
1. Introduction: Sustainability, Development, and Natural Science Education
1
2. Natural Science Education in Non-Western Nations and Critical and Postcolonial Perspectives: A Literature Review
13
3. Methods and Methodology: Multi-Sited Ethnographic Study
33
4. Kenyan Education: The State, Schools, and Legacy of Colonialism
47
5. Forest Secondary School: Schooling, Inequality, and Naural Science Education in Rural Kenya
63
6. Central Boys Secondary School: National Curriculum and Natural Science Education in Urban Kenya
87
7. Uhuru Girls Secondary School: Gender, Natural Science Knowledge, and Education for Sustainable Development
109
8. Discussion and Concluding Thoughts: A Call for Critical Postcolonial Approaches to Educational Policy
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