Education in Africa 
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| Title: | Critically interrogating the rationality of Western science vis-à-vis scientific literacy in non-Western developing countries |
| Author: | Shumba, Overson |
| Year: | 1999 |
| Periodical: | Zambezia (ISSN 0379-0622) |
| Volume: | 26 |
| Issue: | 1 |
| Pages: | 55-75 |
| Language: | English |
| Notes: | biblio. refs. |
| Geographic terms: | Subsaharan Africa world |
| Subjects: | science education education developing countries Traditional culture cultural change |
| External link: | https://journals.co.za/doi/abs/10.10520/AJA03790622_414 |
| Abstract: | Overall, the development of science and technological literacy in developing countries is problematic. It is complicated by the modelling of the education curriculum on the erroneous grounds of the culture deficit model, which tacitly assumes that traditional indigenous cultures are less rational than modern Western culture. Sociocultural studies collectively find that a people's locally and culturally acquired thought and belief system cannot be simply supplanted by Western scientific rationality leading to 'progress', nor is it necessarily desirable for this to happen. For there to be meaningful adoption of scientific values and habits, there is a need for science education in developing countries to concern itself with the critical interrogation of the rationality of Western science relative to locally held world views. The search for a contextualized science curriculum and pedagogy should also include feminist voices and critiques. The argument is illustrated with numerous studies drawn from sub-Saharan Africa. Bibliogr., sum. |
