Understanding science curriculum and research in rural Kwa-Zulu Natal
Date
2006-10-31T07:25:29Z
Authors
Keane, Moyra
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Abstract
In this study I explore concepts of relevant science, curriculum and development
through participation and engagement with two schools and their community in the
rural area of Chibini in Kwa-Zulu Natal.
During a three-year involvement a research team, students, teachers, parents and
farmers, supported by traditional leaders and NGO1s, developed a communitybased
science curriculum. Amongst urgent concerns for health care, employment,
traditional values – even survival, profound lessons in understandings of
appropriate science, practical skills-development and ubuntu emerged. Western
conventions of frameworks, protocols, goals, identity, even ways of researching
are challenged through engaged transformation. Relevant science has parallels
with relevant research in its purposes and processes of contributing to both
knowledge and community well-being.
The research drew upon interdisciplinary pedagogy as well as interdisciplinary
methodological paradigms, moving from learner-centred education to communitycentred
education and from the research paradigm of mindful inquiry to ubuntu.
Rural communities can benefit from community-centred, project-based learning
which contributes to immediate needs, draws on community strengths and is
centred in ubuntu. Rural communities, in turn, have valuable contributions to make
to science education transformation.
This study formed part of a collaborative project: ‘Human Rights, Democracy, and
Social Justice: Science and Mathematics Literacy in Disadvantaged Communities’
led from the Centre for Educational Research, Evaluation and Policy, University of
Kwa-Zulu Natal, Durban, South Africa.
Description
Student Number : 0392307
PhD thesis
Faculty of Science
Keywords
science education, science curriculum, participative research