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dc.contributor.advisorMalcolm, Clifford Keith.
dc.creatorMaharaj, J. S. K.
dc.date.accessioned2011-06-20T09:11:21Z
dc.date.available2011-06-20T09:11:21Z
dc.date.created2004
dc.date.issued2004
dc.identifier.urihttp://hdl.handle.net/10413/3053
dc.descriptionThesis (M.Ed.)-University of Durban-Westville, 2004.en_US
dc.description.abstractThe dismantling of apartheid in South Africa provides educational researchers with the opportunity to explore many issues in education one of which being knowledge and its epistemology. Since colonization Africa has been mainly a consumer of Western knowledge and hardly a producer of new knowledge. Generally indigenous knowledge is taken by Western scholars and then sold to its motherland dressed in Western garb. Because of colonization and subsequent apartheid rule the progress of indigenous ways of knowing was marginalized and only Western ways of knowing were promoted. Indigenous ways of knowing need to be debated not only by scholars in the main but also by the science learners in African schools. Hence this study firstly explores the beliefs of a large group of grade 11 Physical Science learners about school science and indigenous knowledge and secondly explores how these learners negotiate relationships between school science and indigenous knowledge.en_US
dc.language.isoenen_US
dc.subjectScience--Study and teaching (Secondary)en_US
dc.subjectIndigenous knowledge.en_US
dc.subjectTheses--Education.en_US
dc.titleVoices from the classroom : beliefs of grade 11 learners about science and indigenous knowledge.en_US
dc.typeThesisen_US


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