NST2601
ASSIGNEMEN
T 02
68756682
1
, QUESTION 1
"Colonization"
This is the stage when indigenous knowledge was not recognized as valuable
knowledge. In many South African countries, such as Mozambique, gaining
political independence did not immediately create an open and formal
curriculum for indigenous knowledge. African countries were considered
superstitious because they made indigenous knowledge informal and had no
legitimacy to include it in the school curriculum.
"Decolonization"
Decolonization is seen as the time when indigenous peoples' perceptions of the
value of knowledge enter into discussions on educational curriculum policy. In a
turbulent era, one of the challenges was to define the criteria for assessing what
practices and knowledge can be promoted in the school curriculum. I think it is
good to practice any knowledge, depending on the cultural point of view.
"Neo Colonization"
It was part of the curriculum, but decolonization and neo colonization were
thwarted and it is ironic that thinking about science education was justified,
contextualized, and used.
"Play"
This is the stage where researchers and other educators question the lens to
which it is transmitted. At the playback stage, the benefits provided by certain
content and teaching methods are questioned. At this stage, we not only agree
with the inclusion of ik, but also ask how it is included or integrated. I think this
stage is in line with the idea from the triple crisis in social science research, and
the representatives, legitimacy, and power of Denzil and Lincoin raise the
challenge of avoiding Iks' romantic and essential criticism. I pointed out that I
am doing it.
2
ASSIGNEMEN
T 02
68756682
1
, QUESTION 1
"Colonization"
This is the stage when indigenous knowledge was not recognized as valuable
knowledge. In many South African countries, such as Mozambique, gaining
political independence did not immediately create an open and formal
curriculum for indigenous knowledge. African countries were considered
superstitious because they made indigenous knowledge informal and had no
legitimacy to include it in the school curriculum.
"Decolonization"
Decolonization is seen as the time when indigenous peoples' perceptions of the
value of knowledge enter into discussions on educational curriculum policy. In a
turbulent era, one of the challenges was to define the criteria for assessing what
practices and knowledge can be promoted in the school curriculum. I think it is
good to practice any knowledge, depending on the cultural point of view.
"Neo Colonization"
It was part of the curriculum, but decolonization and neo colonization were
thwarted and it is ironic that thinking about science education was justified,
contextualized, and used.
"Play"
This is the stage where researchers and other educators question the lens to
which it is transmitted. At the playback stage, the benefits provided by certain
content and teaching methods are questioned. At this stage, we not only agree
with the inclusion of ik, but also ask how it is included or integrated. I think this
stage is in line with the idea from the triple crisis in social science research, and
the representatives, legitimacy, and power of Denzil and Lincoin raise the
challenge of avoiding Iks' romantic and essential criticism. I pointed out that I
am doing it.
2
