Creating sustainable physical sciences learning environments: A case for decolonised and transformative learning

Tlali, Moeketsi Freddie

doi:10.18820/2519593x/pie.v35i2.7

Cited by 1 publication

(10 citation statements)

References 18 publications

(28 reference statements)

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“…De Beer (2016) is of the view that by making science more interesting and relevant to the learners, performance might be improved. Both Tlali (2017) and De Beer (2016) agree that science inclusivity can be achieved by giving space to other knowledge systems, such as IKSs. Furthermore, Tlali (2017) underscores the need for the strengthening of school-community coordination through service-learning projects, to create empowering and meaningful learning spaces that have the capacity to facilitate the generation of functional and relevant knowledge.…”

Section: Curriculum and Materials Teaching And Learning Resourcesmentioning

confidence: 98%

“…Tlali (2017) raises concerns about the teaching of the physical sciences in an overly teacher-centred and examination-orientated way, which does not prepare learners for an uncertain future in Zimu-Biyela Using the SEEP to Decolonise the Curriculum relation to the high unemployment rate in South Africa. Tlali (2017) opines that teaching and learning physical sciences for socio-economic development and environmental management for sustainability have the potential to transform and decolonise education. De Beer (2016) asserts that one of the reasons for the poor performance in science in South Africa is the marginalisation of the affective domain of human thinking and reasoning.…”

Section: Curriculum and Materials Teaching And Learning Resourcesmentioning

confidence: 99%

“…Many studies have lamented the fact that elements of colonial education continue to haunt teaching and learning spaces in Africa (De Beer 2016;Jegede 1995;Musitha and Mafukata 2018a;Uzomah 2018). Odora Hoppers 2017and Tlali (2017) reiterate that certain cultures still dominate in educational spaces, to the extent that others are subjugated and excluded. Shava and Manyike (2018) give the example of languages such as English, Portuguese, and French, which have been imposed as languages of education and commercialisation, thus robbing African people of the cultural identity embedded in their languages.…”

Section: Introductionmentioning

confidence: 99%

“…For example, former president Julius Nyerere advocated for the idea of "educating for self-reliance, self-confidence, independence, responsibility and democratic involvement" (Uzomah 2018 , 33). According to Tlali (2017), Ngũgĩ wa Thiong'o opined that decolonisation is a complicated process that focuses on initiatives of rejecting the centrality of the West to push for Africa's understanding of herself and her place in the world. It is about a paradigm shift of power in relation to the knowledge hegemony and knowledge economy.…”

Section: Introductionmentioning

confidence: 99%

“…It is about a paradigm shift of power in relation to the knowledge hegemony and knowledge economy. Furthermore, it focuses on redefining African institutions from an African perspective, with the aim of constructing knowledge about Africa for Africans and the rest of the world (Tlali 2017).…”

Section: Introductionmentioning

confidence: 99%

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Using the School Environmental Education Programme (SEEP) to Decolonise the Curriculum: Lessons from Ufasimba Primary School in South Africa

Zimu-Biyela

2019

International Journal of African Renaissance Studies - Multi-,

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The topic of decolonisation has become a contested terrain because of the curriculum challenges facing education systems in Africa, particularly South Africa. To address these challenges, many scholars have underscored the importance of using socio-culturally relevant curricula in Africa. This article is divided into two sections. First, it explores challenges facing education systems in Africa and how decolonisation and socio-culturally relevant curricula, resources, and teacher training can provide answers to those challenges. Then the article explains how Ufasimba Primary School emerged as a school where the School Environmental Education Programme (SEEP) was used to decolonise the curriculum. The challenge, however, was that the Department of Basic Education (DBE) in the KwaZulu-Natal province in South Africa had not made it mandatory for schools to implement the SEEP. This study recommends that the integration of the SEEP into the curriculum should be mandatory at primary education level. A qualitative approach and a grounded theory method, underpinned by the social constructivist paradigm, were used for this study. Data collection methods included semi-structured interviews and the observation method. The basic principles of grounded theory and the NVivo software program assisted in the data analysis for this study.

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Section: Curriculum and Materials Teaching And Learning Resourcesmentioning

confidence: 98%

Section: Curriculum and Materials Teaching And Learning Resourcesmentioning

confidence: 99%