Revitalisation and indigenisation of the Science curriculum through drum making, drumming, music and dance
- Authors: Liveve, Angelius Kanyanga
- Date: 2022-10-14
- Subjects: Curriculum change Namibia , Science Study and teaching (Secondary) Namibia , Traditional ecological knowledge Namibia , Drum Performance , Drum making , Pedagogical content knowledge , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405482 , vital:70175 , DOI 10.21504/10962/405482
- Description: The integration of IK is a common phenomenon in many postcolonial states, where it is viewed as a means to redress the injustices of the colonial era. It is believed that the recognition of IK in education represents an acknowledgement of diversity and other ways of knowing. In Namibia, for instance, the National Curriculum for Basic Education encourages the integration of IK in Science teaching. However, this goal is still far from being achieved because the curriculum seems to be silent on how teachers should integrate IK into their teaching. As a result, research shows that many Science teachers in Namibia seem to find it difficult to integrate IK into their science teaching because they were not properly trained to do so during both their pre-service and in-service training. This suggests that there is a dire need to empower science teachers who are implementers of the curriculum on appropriate pedagogical content knowledge on how to integrate IK into their science teaching in particular. It is against this backdrop that this interventionist study sought to explore how to mobilise the indigenous technology of drum making, drumming, music and dance for cultural revitalisation and indigenisation of the science curriculum. The study is underpinned by an interpretivist paradigm and augmented with an indigenous research paradigm. The interpretivist paradigm enabled me to understand the teachers’ perspectives in their contexts. On the other hand, within the indigenous research paradigm, I used the Ubuntu perspective which afforded each of us an opportunity to understand each other’s ways of knowing, doing and being. Within these two complementary paradigms, a qualitative case study approach was employed. The case study was in the form of intervention with six Grade 10 Physics teachers from three senior secondary schools in the Kavango West Region in Namibia. Moreover, a critical friend who was a lecturer at the university and expert community members of the Unongo Cultural Youth Group who are the custodians of the cultural heritage. Data were generated using semi-structured interviews, workshop discussions (audio-recorded), observations (participatory and lesson observations), stimulated recall interviews as well as journal reflections. Vygotsky’s Socio-cultural Theory, Ogunniyi’s Contiguity Argumentation Theory and Mavhunga and Rollnick’s Topic-specific Pedagogical Content Knowledge were used as the theoretical lenses in this study. The data gathered were analysed thematically and then categorised into sub-themes and themes. The findings of the study revealed that tapping into the cultural heritage of community members through giving them a voice has great potential to revitalise and indigenise the science curriculum. It also emerged in this study that storytelling is a potential instructional strategy to make science accessible and relevant to learners. The use of the indigenous technology of drum making, drumming, music and dance contributed to the Physics teachers’ agency and empowered them to co-develop their learning and teaching support materials in the form of exemplar lesson plans that integrated IK. Moreover, their pedagogical content knowledge was enhanced through enacting such exemplar lessons and thereafter reflecting on them. The study thus recommends that those in academia should promote the use of indigenous technologies as hubs for mediating the learning of science concepts. It also recommends that learners should be taken out of their science classrooms into the community to learn IK and wisdom from expert community members, something which could assist them in understanding the science taught at school. This might also benefit teachers in effectively implementing the integration of IK in schools and thereby use learners’ cultural heritage as a starting point to enrich meaningful and authentic learning. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
- Authors: Liveve, Angelius Kanyanga
- Date: 2022-10-14
- Subjects: Curriculum change Namibia , Science Study and teaching (Secondary) Namibia , Traditional ecological knowledge Namibia , Drum Performance , Drum making , Pedagogical content knowledge , Social learning
- Language: English
- Type: Academic theses , Doctoral theses , text
- Identifier: http://hdl.handle.net/10962/405482 , vital:70175 , DOI 10.21504/10962/405482
- Description: The integration of IK is a common phenomenon in many postcolonial states, where it is viewed as a means to redress the injustices of the colonial era. It is believed that the recognition of IK in education represents an acknowledgement of diversity and other ways of knowing. In Namibia, for instance, the National Curriculum for Basic Education encourages the integration of IK in Science teaching. However, this goal is still far from being achieved because the curriculum seems to be silent on how teachers should integrate IK into their teaching. As a result, research shows that many Science teachers in Namibia seem to find it difficult to integrate IK into their science teaching because they were not properly trained to do so during both their pre-service and in-service training. This suggests that there is a dire need to empower science teachers who are implementers of the curriculum on appropriate pedagogical content knowledge on how to integrate IK into their science teaching in particular. It is against this backdrop that this interventionist study sought to explore how to mobilise the indigenous technology of drum making, drumming, music and dance for cultural revitalisation and indigenisation of the science curriculum. The study is underpinned by an interpretivist paradigm and augmented with an indigenous research paradigm. The interpretivist paradigm enabled me to understand the teachers’ perspectives in their contexts. On the other hand, within the indigenous research paradigm, I used the Ubuntu perspective which afforded each of us an opportunity to understand each other’s ways of knowing, doing and being. Within these two complementary paradigms, a qualitative case study approach was employed. The case study was in the form of intervention with six Grade 10 Physics teachers from three senior secondary schools in the Kavango West Region in Namibia. Moreover, a critical friend who was a lecturer at the university and expert community members of the Unongo Cultural Youth Group who are the custodians of the cultural heritage. Data were generated using semi-structured interviews, workshop discussions (audio-recorded), observations (participatory and lesson observations), stimulated recall interviews as well as journal reflections. Vygotsky’s Socio-cultural Theory, Ogunniyi’s Contiguity Argumentation Theory and Mavhunga and Rollnick’s Topic-specific Pedagogical Content Knowledge were used as the theoretical lenses in this study. The data gathered were analysed thematically and then categorised into sub-themes and themes. The findings of the study revealed that tapping into the cultural heritage of community members through giving them a voice has great potential to revitalise and indigenise the science curriculum. It also emerged in this study that storytelling is a potential instructional strategy to make science accessible and relevant to learners. The use of the indigenous technology of drum making, drumming, music and dance contributed to the Physics teachers’ agency and empowered them to co-develop their learning and teaching support materials in the form of exemplar lesson plans that integrated IK. Moreover, their pedagogical content knowledge was enhanced through enacting such exemplar lessons and thereafter reflecting on them. The study thus recommends that those in academia should promote the use of indigenous technologies as hubs for mediating the learning of science concepts. It also recommends that learners should be taken out of their science classrooms into the community to learn IK and wisdom from expert community members, something which could assist them in understanding the science taught at school. This might also benefit teachers in effectively implementing the integration of IK in schools and thereby use learners’ cultural heritage as a starting point to enrich meaningful and authentic learning. , Thesis (PhD) -- Faculty of Education, Education, 2022
- Full Text:
- Date Issued: 2022-10-14
Exploring the effect of the indigenous technology of oil extraction on Grade 10 Biology learners’ perspectives and sense making of enzymes
- Authors: Nyamakuti, Martha Ndeyatila
- Date: 2021-10-29
- Subjects: Biology Study and teaching (Secondary) , Enzymes , Traditional ecological knowledge Namibia , Culturally relevant pedagogy Namibia , Reasoning , Contiguity Argumentation Theory (CAT) , Namibian National Curriculum for Basic Education(NCBE) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192019 , vital:45188
- Description: The current status quo is that African learners’ local indigenous knowledge (IK) and experiences from home (cultural heritage) are not considered in science classrooms. In the context of Namibia, it seems that the Namibian curriculum policies do little or nothing to decolonise and address the issues of equity and social injustice in Namibian schools. For instance, although the Namibian National Curriculum for Basic Education (NCBE) claims that it “embraces traditional knowledge”, it does not specify how this should be done in schools. As a result, little or no integration of IK is enacted in many of our schools in Namibia. Resultantly, learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this background that in this study I sought to explore how the mobilisation of the indigenous technology of oil extraction (okuyenga) from marula nuts and melon seeds influences (or not) Grade 10 Biology learners’ conceptions, dispositions and sense making of the topic of enzymes. The study was located within the interpretive and indigenous research paradigms. Central to the interpretive paradigm is the development of a greater understanding of how people make sense of the contexts in which they live and work. On the other hand, central to indigenous research paradigms are belief systems based on the lived experiences, values, and histories of the participants. The Ubuntu perspective or approach in which respect and humble togetherness is emphasised is critical in indigenous research paradigms especially when researchers are working with and in communities as I did in this study. The study was conducted in an under resourced school in Walvis Bay, Namibia. A qualitative case study approach was used and data were derived from a focus group interview, participatory classroom observations, learners’ reflections, and a stimulated recall interview. Vygotsky’s socio-cultural theory was employed as a theoretical framework. Within the socio-cultural theory, mediation of learning, social interactions, and the zone of proximal development (ZPD) were used as analytical lenses. The conceptual framework comprised of perspectives (conceptions, dispositions) and sense making of enzymes by the learners. Criteria were also adapted from Atallah, Bryant, and Dada to analyse learners’ perspectives. A thematic approach to analysis was employed to come up with categories and sub-themes and thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the presentations on the indigenous technology of oil extraction by the expert community members influenced learners’ conceptions, dispositions, and sense making of enzymes and other associated science concepts. This was noticed when learners extracted emerging science concepts from the indigenous technology of oil extraction. The implication of this study is that there is a need for science teachers to consider learners’ cultural heritage and integrate local IK in their Biology classrooms in order to make science accessible and relevant to learners. Moreover, the integration of local IK is critical for learners to embrace and respect their cultural heritage. This study thus recommends that teachers should make efforts to collaborate with expert community members who are the custodians of local IK and tap into their cultural heritage and wisdom to enrich teaching in their science classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
- Authors: Nyamakuti, Martha Ndeyatila
- Date: 2021-10-29
- Subjects: Biology Study and teaching (Secondary) , Enzymes , Traditional ecological knowledge Namibia , Culturally relevant pedagogy Namibia , Reasoning , Contiguity Argumentation Theory (CAT) , Namibian National Curriculum for Basic Education(NCBE) , Socio-cultural theory
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10962/192019 , vital:45188
- Description: The current status quo is that African learners’ local indigenous knowledge (IK) and experiences from home (cultural heritage) are not considered in science classrooms. In the context of Namibia, it seems that the Namibian curriculum policies do little or nothing to decolonise and address the issues of equity and social injustice in Namibian schools. For instance, although the Namibian National Curriculum for Basic Education (NCBE) claims that it “embraces traditional knowledge”, it does not specify how this should be done in schools. As a result, little or no integration of IK is enacted in many of our schools in Namibia. Resultantly, learners seem to find science inaccessible and irrelevant to their everyday lives. It is against this background that in this study I sought to explore how the mobilisation of the indigenous technology of oil extraction (okuyenga) from marula nuts and melon seeds influences (or not) Grade 10 Biology learners’ conceptions, dispositions and sense making of the topic of enzymes. The study was located within the interpretive and indigenous research paradigms. Central to the interpretive paradigm is the development of a greater understanding of how people make sense of the contexts in which they live and work. On the other hand, central to indigenous research paradigms are belief systems based on the lived experiences, values, and histories of the participants. The Ubuntu perspective or approach in which respect and humble togetherness is emphasised is critical in indigenous research paradigms especially when researchers are working with and in communities as I did in this study. The study was conducted in an under resourced school in Walvis Bay, Namibia. A qualitative case study approach was used and data were derived from a focus group interview, participatory classroom observations, learners’ reflections, and a stimulated recall interview. Vygotsky’s socio-cultural theory was employed as a theoretical framework. Within the socio-cultural theory, mediation of learning, social interactions, and the zone of proximal development (ZPD) were used as analytical lenses. The conceptual framework comprised of perspectives (conceptions, dispositions) and sense making of enzymes by the learners. Criteria were also adapted from Atallah, Bryant, and Dada to analyse learners’ perspectives. A thematic approach to analysis was employed to come up with categories and sub-themes and thereafter, common sub-themes were combined to form themes. The findings of the study revealed that the presentations on the indigenous technology of oil extraction by the expert community members influenced learners’ conceptions, dispositions, and sense making of enzymes and other associated science concepts. This was noticed when learners extracted emerging science concepts from the indigenous technology of oil extraction. The implication of this study is that there is a need for science teachers to consider learners’ cultural heritage and integrate local IK in their Biology classrooms in order to make science accessible and relevant to learners. Moreover, the integration of local IK is critical for learners to embrace and respect their cultural heritage. This study thus recommends that teachers should make efforts to collaborate with expert community members who are the custodians of local IK and tap into their cultural heritage and wisdom to enrich teaching in their science classrooms. , Thesis (MEd) -- Faculty of Education, Education, 2021
- Full Text:
- Date Issued: 2021-10-29
An investigation into teaching mathematics using a visualisation approach to recontextualise indigenous knowledge
- Authors: Tshithigona, Gaus
- Date: 2018
- Subjects: Ethnoscience Namibia , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Visualization , Interdisciplinary approach to knowledge , Teacher effectiveness Namibia , Traditional ecological knowledge Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62461 , vital:28195
- Description: It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
- Full Text:
- Date Issued: 2018
- Authors: Tshithigona, Gaus
- Date: 2018
- Subjects: Ethnoscience Namibia , Mathematics Study and teaching (Elementary) Namibia , Visual learning , Visualization , Interdisciplinary approach to knowledge , Teacher effectiveness Namibia , Traditional ecological knowledge Namibia
- Language: English
- Type: text , Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/62461 , vital:28195
- Description: It can be argued that the Namibian curriculum is largely influenced by a Western epistemology. However, many studies suggest that learners make powerful meanings of mathematical concepts they are learning if they visualise these and experience them in relation to what they already know from their own cultural backgrounds. According to the Namibian National Curriculum for Basic Education (NNCBE, 2010), it is not only important for learners to acquire mathematical knowledge and skills, but also to develop and grow their identities, cultures and values as individuals. The aim of this study was to explore and investigate how selected mathematics teachers employ visualisation as a teaching approach to re-contextualise indigenous knowledge (IK). The study set out to explore how conceptual understanding is enhanced by participation in an intervention programme. The use of visualisation is considered an important mediating and pedagogical tool in the mathematics classroom to enhance the mathematics learning of learners. The research is informed by a socio-cultural theory of learning and is located within an interpretive paradigm. The study was conducted at four schools in the Oshana region of Namibia and involved four mathematics teachers who were purposefully selected due to their willingness to use visualisation-IK approaches in their teaching, based on their responses to the survey. The methodologies used are qualitative and quantitative case study. To gather data, document analysis, a survey, lesson observations and focus group interviews were used. The study found that most teachers in the Oshana region have an understanding of the effective use of visualisation-IK approaches. However, the study revealed that visualisation- IK approaches are mostly used in grades 4 to 7 mathematics classrooms. It also discovered that most of the visualisation approaches that teachers employed aligned well with the curriculum and promoted conceptual understanding in the teaching of mathematics. The results of the study showed that teachers have experience of the enabling and constraining factors in using a visualisation-IK approach to teaching mathematics.
- Full Text:
- Date Issued: 2018
- «
- ‹
- 1
- ›
- »