TY - BOOK ID - 45291 TI - The decolonisation of the curriculum project AU - Bailey, Roxanne AU - Bester, Susan AU - de Beer, Josef AU - Dudu, Washington T. AU - Golightly, Aubrey AU - Havenga, Marietjie AU - Jagals, Divan AU - Laubscher, Dorothy AU - Le Grange, Lesley AU - Mdakane, Marry AU - Mentz, Elsa AU - Olivier, Jako AU - Petersen, Neal AU - Potgieter, Erika AU - Sebotsa, Tswakae AU - Speight Vaughn, Melissa AU - van der Walt, Marthie AU - van der Westhuizen, Christo AU - van Wyk, Ben-Erik AU - White, Lounell AU - de Beer, Josef PY - 2019 SN - 9781928523185 DB - DOAB KW - Self-directed learning KW - decolonisation KW - indigenous knowledge KW - Cultural-Historical Activity Theory KW - curriculum KW - education KW - research UR - https://www.doabooks.org/doab?func=search&query=rid:45291 AB - This book is the result of a longitudinal research project (2016–2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers’ lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers’ classrooms. ER -