| dc.contributor.author | Asabere-Ameyaw A. | |
| dc.contributor.author | Dei G.J.S. | |
| dc.contributor.author | Raheem K. | |
| dc.date.accessioned | 2022-10-31T15:05:56Z | |
| dc.date.available | 2022-10-31T15:05:56Z | |
| dc.date.issued | 2012 | |
| dc.identifier.other | 10.1007/978-94-6091-702-8_1 | |
| dc.identifier.uri | http://41.74.91.244:8080/handle/123456789/591 | |
| dc.description | Asabere-Ameyaw, A., University of Education, Winneba, Ghana; Dei, G.J.S., Sociology and Equity Studies, Ontario Institute for Studies in Education, University of Toronto (OISE/UT), Canada; Raheem, K., University of Jyv�skyl�, University of Education, Winneba, Ghana, Center for School and Community Science and Technology Studies (SACOST), University of Education, Winneba, Ghana | en_US |
| dc.description.abstract | The purpose of this book is to contextualize Indigenous science and science education in the African context as a way of reconsidering/revising schooling and education. We define science broadly to include both the science of the natural/physical/biological and the 'science of the social'. By 'science of the social' we mean science defined broadly to include the nexus of the physical, social, natural and biological terrains of knowledge which can be taken up equally as methodological tools and ways of knowing providing a more comprehensive understanding of our worlds. Perhaps African education continues to be a subject of intense intellectual discussion. � 2012 Sense Publishers. All Rights Reserved. | en_US |
| dc.publisher | Sense Publishers | en_US |
| dc.title | Introduction: Introduction to contemporary issues in african science education | en_US |
| dc.type | Editorial | en_US |
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