Decolonizing School Physics through an Indigenous Artifact Mediated Pedagogy

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  • Author(s): Mpofu, Vongai (ORCID Mpofu, Vongai (ORCID 0000-0001-7130-8158)
  • Language:
    English
  • Source:
    Cultural Studies of Science Education. Sep 2022 17(3):851-861.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Opinion Papers
  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      11
    • Subject Terms:
      Physics; Indigenous Knowledge; Indigenous Populations; Science Education; Educational Change; Foreign Policy
    • Accession Number:
      10.1007/s11422-021-10084-2
    • ISSN:
      1871-1502
      1871-1510
    • Abstract:
      In this commentary, I consider several theoretical and methodological aspects of Nadaraji Govender and Edson Mudzamiri's study. The commentary starts with an examination of the purpose for making physics understandable to learners of indigenous background and decolonization of school physics in Govender and Mudzamiri. Next, I offer an alternative "Ubuntu/Unhu" conceptual framework-based interpretation of Govender and Mudzamiri's reported findings. To end the paper, I discuss the key contributions of Govender and Mudzamiri's study wherein I bring to the attention of researchers in indigenous knowledge and science education the need to design their studies with due consideration of aligning research frameworks and methodologies to the decolonizing of school science contemporary reform.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1346244