Masihambisane, lessons learnt using participatory indigenous knowledge research approaches in a school-based collaborative project of the Eastern Cape
SOURCE: South African Journal of Education
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): T.Meyiwa, T.Letsekha, L.Wiebesiek
KEYWORDS: EASTERN CAPE PROVINCE, EDUCATION, INDIGENOUS KNOWLEDGE SYSTEMS, RESEARCH, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7948
HANDLE: 20.500.11910/2764
URI: http://hdl.handle.net/20.500.11910/2764
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): T.Meyiwa, T.Letsekha, L.Wiebesiek
KEYWORDS: EASTERN CAPE PROVINCE, EDUCATION, INDIGENOUS KNOWLEDGE SYSTEMS, RESEARCH, SCHOOLS
DEPARTMENT: Equitable Education and Economies (IED)
Print: HSRC Library: shelf number 7948
HANDLE: 20.500.11910/2764
URI: http://hdl.handle.net/20.500.11910/2764
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Masihambisane is an Nguni word, loosely meaning "let us walk the path together". The symbolic act of walking together is conceptually at the heart of a funded 1 research project conducted in rural schools of Cofimvaba in the Eastern Cape. The project focuses on promoting the direct participation of teachers in planning, researching, and developing learning and teaching materials (LTSMs), with a view to aligning these materials with indigenous and local knowledge. In this paper we make explicit our learning, and the manner in which we carried out the collaborated research activities, using the Reflect process.-
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