| dc.creator |
Kinyota, Mjege |
|
| dc.creator |
Kavenuke, Patrick |
|
| dc.date |
2021-04-28T13:55:56Z |
|
| dc.date |
2021-04-28T13:55:56Z |
|
| dc.date |
2018-06-30 |
|
| dc.date.accessioned |
2021-05-07T09:39:39Z |
|
| dc.date.available |
2021-05-07T09:39:39Z |
|
| dc.identifier |
Kinyota, M., & Kavenuke, P.S. (2018). Whose name are in science textbooks? Justifying the need for critical pedagogy in Tanzania science classrooms. Journal of Education, Humanities and Sciences, 7 (1), 31-44 |
|
| dc.identifier |
http://jehs.bongotech.info/index.php/jehs/article/view/130 |
|
| dc.identifier |
http://hdl.handle.net/20.500.11810/5693 |
|
| dc.identifier.uri |
http://hdl.handle.net/20.500.11810/5693 |
|
| dc.description |
Textbooks are the most important teaching and learning resources in education in most
developing countries, including Tanzania. However, researchers in education have tended to
ignore critical issues related to textbooks. For example, while Africa, as a continent, has
contributed a lot to the development of science and technology, it is unfortunate that African
scientists and their achievements do not feature in science textbooks used in African schools.
This paper seeks to explore critical aspects in science textbooksthat are often taken for granted,
such as names of scientists cited in those textbooks. Additionally, the question of what are the
stereotypes and the hidden messages that students in developing countries learn when science
textbooks are full of white male Western scientists’ names was considered pertinent for this
study. We argue that such biased naming in science textbooks sends negative messages and
stereotypes to students on what counts as legitimate science knowledge. We also argue that
the messages, in turn, limit students’ creativity and affect their identities as science knowledge
producers and owners. The situation may be worse for non-white female students from
developing countries. We recommend that teachers should use critical pedagogy in science
classrooms so that issues related to the nature of science and the historical development of
scientific knowledge are critically questioned, analysed and discussed. Given the limited time
due to the pressure of national examinations, we also recommend teachers to use information
and communication technologies (ICT) to facilitate critical pedagogy. Lastly, we call for the
integration of indigenous scientific knowledge in science curriculum in Tanzania |
|
| dc.language |
en |
|
| dc.publisher |
Journal of Education, Humanities and Sciences, |
|
| dc.subject |
: critical pedagogy, hidden curriculum, science textbooks, scientific knowledge, Tanzania |
|
| dc.title |
Whose Names are in Science Textbooks? Justifying the Need for Critical Pedagogy in Tanzania Science Classrooms |
|
| dc.type |
Journal Article, Peer Reviewed |
|