by Ryan, Ann

Science education in Papua New Guinea has been influenced by neo-colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neo-colonial practices, Western science educators ought to consider the notion of cultural mediators. This position, I argue, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing.

DOI: 10.1007/s11422-007-9087-4
Online Date: 1/24/2008
Print publication date: 9/1/2008
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by Keane, Moyra

Is there a place for Indigenous Knowledge in the science curriculum for a Zulu community in rural Kwa-Zulu Natal, South Africa? This article argues “yes,” based on a participative research and development project that discovered relevant science learning in a Zulu community. Among community concerns for relevant factual and performative knowledge, we found that culture and worldview are critical to community identity, to visioning educational outcomes, and to learning in school science. Cultural practices may contribute to pedagogy and curriculum; curriculum, in turn, may affirm cultural practices. Further, worldview needs to be understood as an aspect of knowledge creation. By understanding key aspects of an African worldview, science educators can contribute to both meaningful science education and community well-being. By fostering culture and worldview, a rural community can make a unique contribution to science education.

DOI: 10.1007/s11422-007-9086-5
Online Date: 1/17/2008
Print publication date: 9/1/2008
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