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|Book||Leiden University catalogue||WorldCat|
|Title:||African indigenous knowledge and the disciplines|
Sefa Dei, George J.
|Series:||Anti-Colonial educational perspectives for transformative change|
|ISBN:||9789462097698; 9789462097681; 9462097704; 9789462097704|
|Abstract:||The contributions collected in this volume explore indigenous intellectual discourses related to diverse disciplines, with a focus on education, mathematics, medicine, chemistry and engineering in their historical and contemporary context. The work reinforces the demand for the decolonization of the academy and makes the case for a paradigmatic shift in content, subject matter and curriculum in institutions in Africa and elsewhere. Contributions: Intersections between Africa's indigenous knowledge systems and history (Gloria Emeagwali);Indigenous distillation in northeastern Nigeria and the production of argi (M. Z. Zaruwa, J. T. Barminas and R. O. Apampa); Traditional brewing technique in Northern Nigeria: an indigenous approach to the exploitation of enzymes (Tsiro) (M. Z. Zaruwa, N. U. Ibok and I. U. Ibok); Traditional tannery and dyeing (yirie) methods: a science par excellence in northeastern Nigeria (M. Z. Zaruwa and Z. E. Kwaghe); Terracing and agriculture in central Nigeria with a focus on Yil Ngas (Samuel Barde Gwimbe); Ancient terraces on highland fringes south of the Chad Basin: the case of Gwoza and Yil Ngas (Samuel Barde Gwimbe); Creative geometric thought and endogenous knowledge production: experimentation and invention among Tonga women in southeast Mozambique (Paulus Gerdes); Indigenous traditional medicine in Ghana: tapping into an under-explored resource (Sarfo K. Nimoh); African traditional medicine (TM) and social movements in Nigeria (R. O. Olaoye); Art education: curriculum, traditional knowledge and practice in Nigeria (Paul Obiokor); The indigenous knowledge systems and the curriculum (Edward Shizha); Learning mathematics in English at basic schools: a benefit or hindrance? (E. Fredua-Kwarteng and F. Ahia); Indigenizing the curriculum: the case of the African university (George J. Sefa Dei). [ASC Leiden abstract]|