Edward Shizha Boeken

The book examines the role of teachers as gatekeepers in education, highlighting their influence on what constitutes valid knowledge and the marginalization of indigenous perspectives. It delves into teachers' definitions of science and their attitudes towards integrating indigenous knowledge, offering pedagogical strategies to bridge cultural divides. By challenging the dominance of western science, it advocates for a constructivist approach that values multiple sciences, providing insights for educators, curriculum developers, and policymakers committed to fostering intercultural understanding in science education.

What are the benefits and risks for Africa's participation in the globalisation nexus? Remapping Africa in the Global Space is a visionary and interdisciplinary volume that restores Africa's image using a multidisciplinary lens. It incorporates disciplines such as sociology, education, global studies, economics, development studies, political science and philosophy to explore and theorise Africa's reality in the global space and to deconstruct the misperceptions and narratives that often infantilise Africa's internal and international relations. The contributions to this volume are a hybrid of both 'outsider' and 'insider' perspectives that create a balanced critical discourse that can provide 'standard' paradigms that can adequately explain, predict, or prevent Africa's current misperceptions and myths about the African 'crisis' and 'failure' status. The authors provide a holistic, and perhaps, anticolonial and anti-hegemonic perspective that can benefit a wide spectrum of academics, scholars, students, development agents, policy makers in both governmental and non-governmental organisations and engage some alternative analyses and possibilities for socio-politico and economic advancement in Africa. The book provides up-to-date scholarly research on continental trends on various subjects and concerns of paramount importance to globalisation and development in Africa.

The book presents multiple perspectives and arguments on how immigrants and refugees react to their 'new home' in the North and how they maintain memories of their country of origin.

Lehrer agieren als "Torhüter" des Wissens und beeinflussen, was als gültig gilt, wodurch indigenes Wissen oft marginalisiert wird. Das Buch untersucht die Ansichten der Lehrer zu Wissenschaft und indigenem Wissen sowie deren Bereitschaft, Letzteres in den Unterricht zu integrieren. Es beleuchtet die Herausforderungen, die Lehrer beim Überbrücken der Kluft zwischen diesen Wissenssystemen erleben, und plädiert für einen konstruktivistischen Ansatz, der kulturelle Vielfalt in der Wissenschaft fördert. Zielgruppen sind Lehrer, Lehrerausbilder und Entscheidungsträger, die interkulturelle Bildung unterstützen wollen.