ABSTRACT
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.
