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Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience.The book argues for the integration of African indigenous science into the secondary school curriculum as a way to strengthen students’ science comprehension by affirming their society’s science contributions, making clear connections between Indigenous and Western science, and also as a way to promote female representation in the sciences. This book will be of interest to scholars and practitioners of science education, African education, and indigenous knowledge.
Jamaine Abidogun is Professor Emeritus of African and African-American Studies & Education at the Missouri State University, USA.
Table of ContentsIntroduction: African Science Education: Gendering Indigenous Knowledge in Nigeria – Jamaine AbidogunChapter 1: Where are the Girls? – Jamaine AbidogunChapter 2: Indigenous Knowledge: Its Role in Education – Steve WillisChapter 3: Igbo Indigenous Science: An Ethnobiologist Perspective – Fred Ozioko and Felix I. NwaforChapter 4: Going to School: Nsukka Education Context – Nkiru Ohia and Jamaine AbidogunChapter 5: The Shalom Dream: Nigerian Based Education – Victoria Onu and Jamaine AbidogunChapter 6: Gendered Narratives – Sarah NixonChapter 7: Integrating Indigenous Science and Technology into the Curriculum – Georgianna SaundersChapter 8: Creating Gender Parity: Igbo Women’s Indigenous Science Knowledge Practice – Winifred Nwaefido ObasiChapter 9: Conclusion: Gendering Science through Syncretic Education – Jamaine AbidogunAppendix: Interview, Focus Group, and Journal ProtocolsIndex
