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Decolonizing Science Education in Africa: Curriculum and Pedagogy

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The Palgrave Handbook on Critical Theories of Education

Abstract

Science curriculum and pedagogy in Africa and Kenya are characterized by exams as well as teacher-centered realities that are of colonial connections and methods. This has created a context where learners are less inclined to reference knowledge from their local environments, which also mitigates the overall system’s capacity for science education decolonization. By critically responding to this situation, the chapter uses examples of contextualized science curricula in investigating and analyzing the situation. By so doing, the author draws from a 15-year research where the science curriculum in Kenya is formulated via locally contextualized lessons with both learning and pedagogical analyses. With that, the chapter starts with the historical foundations of the issue and from there, engages deeper perspectives on the overall science education situation.

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  1. University of British Columbia, Vancouver, Canada

    Samson Madera Nashon

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  1. Samson Madera Nashon
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Correspondence to Samson Madera Nashon .

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  1. Department of Educational Studies, University of British Columbia, Vancouver, BC, Canada

    Ali A. Abdi

  2. Beijing Normal University, Beijing, China

    Greg William Misiaszek

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Nashon, S.M. (2022). Decolonizing Science Education in Africa: Curriculum and Pedagogy. In: Abdi, A.A., Misiaszek, G.W. (eds) The Palgrave Handbook on Critical Theories of Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-86343-2_25

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