Exploring and Promoting the Value of Indigenous Knowledge in Early Childhood Development in Africa

Autor/inn/en	Schafer, Jessica; Ezirim, Mgbechikwere; Gamurorwa, Anne; Ntsonyane, Phaello; Phiri, Mary; Sagnia, Jenieri; Salakana, Leoncia; Bairu, Wunesh Woldeselassie
Titel	Exploring and Promoting the Value of Indigenous Knowledge in Early Childhood Development in Africa
Quelle	In: International Journal of Educational Policy, Research, and Practice: Reconceptualizing Childhood Studies, 5 (2004) 3, S.61-80 (20 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3534
Schlagwörter	Indigenous Knowledge; Foreign Countries; Culturally Relevant Education; Child Development; Early Intervention; Early Childhood Education; Cultural Influences; Student Diversity; Story Telling; Teacher Education; Africa; Eritrea; Gambia; Lesotho; Malawi; Nigeria; Uganda + Suchen Sie Ihr Suchwort? Ausland; Kindesentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Afrika
Abstract	There is currently a renaissance of interest in indigenous knowledges, after a long period of neglect and disdain by Western scientific and academic establishments. However, educational institutions have not made some of the more fundamental changes required to successfully integrate indigenous knowledges. Interventions and programs in ECD similarly tend to be based on an accepted body of knowledge built on Western experience and practice. The ECDVU takes a very different approach to capacity building. Its curriculum is built around the idea of co-construction of knowledge, requiring the participation of all in the creation and dissemination of content. The initial results of this process of generating curriculum within concrete cultural contexts are encouraging. The participants in the ECDVU program recognize the value of indigenous knowledges and are actively pursuing the documentation and incorporation of these knowledges into their research and program activities in the field of ECD. This article presents arguments in favour of incorporating indigenous knowledge into the ECD field and highlights the work of a number of ECDVU participants contributing to this area. (Contains 4 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10