03786nam 2200385 450 991047685760332120230329024427.0(CKB)5470000000567366(NjHacI)995470000000567366(EXLCZ)99547000000056736620230329d2019 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierThe decolonisation of the curriculum project the affordances of indigenous knowledge for self-directed learning /Roxanne Bailey [and nineteen others]Durbanville, Cape Town, South Africa :AOSIS,[2019]©20191 online resource (448 pages) illustrationsNWU self-directed learning seriesAbbreviations, Figures and Tables Appearing in the Text and Notes -- List of Abbreviations -- List of Figures -- List of Tables -- Notes on Contributors Acknowledgements -- The cover photograph Thanking our sponsors Foreword -- Chapter 1: Glocalisation: The role of indigenous knowledge in the global village -- Chapter 2: Different voices on decolonising of the curriculum -- Chapter 3: The use of Cultural-Historical Activity Theory in researching the affordances of indigenous knowledge for self-directed learning -- Chapter 4: The affordances of indigenous knowledge in decolonising the curriculum, within a self-directed learning framework -- Chapter 5: Arguing for the inclusion of indigenous knowledge in the STEM curriculum: Possibilities and challenges -- Chapter 6: Engaging pedagogies to facilitate the border- crossing between the Natural Sciences and indigenous knowledge: Implications for science teacher education -- Chapter 7: The affordances of indigenous knowledge in Mathematics Education -- Chapter 8: Engaging in indigenous technology: Conceptualisation and contextualisation in problem-based environments -- Chapter 9: The use of puppetry as pedagogy to teach indigenous knowledge -- Chapter 10: The affordances of technology for teaching indigenous knowledge -- Chapter 11: Indigenous knowledge research ethics -- References -- Index.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.NWU self-directed learning series.Decolonisation of the curriculum project Self-managed learningSelf-managed learning.370.1523Bailey Roxanne1346256NjHacINjHaclBOOK9910476857603321The decolonisation of the curriculum project3073779UNINA01338nam a2200361 i 450099100026958970753620020506124322.0000124s1994 it ||| | ita b10677392-39ule_instEXGIL142684ExLDip.to Filol. Ling. e Lett.itaAnandòn, Pablo533752Sulla poesia italiana oggi /Pablo Anandòn ... [et al.] ; a cura di Nicola Merola[Cosenza] :Periferia,[c 1994]165 p. ;22 cm.Collana di Critica e teorisa letteraria diretta da Nicola MerolaMontale, EugenioNovecentoPoesiaPoesia - NovecentoCecchetti, ValentinoCorbo, PinoFasano, AngeloGarritano, FrancescoMerola, NicolaReina, LuigiMerola, Nicola.b1067739223-02-1728-06-02991000269589707536LE008 CR Q IV 3612008000006174le008-E0.00-l- 00000.i1077069028-06-02LE008 CR Q I 3012008000254247le008-E0.00-l- 00000.i1458787725-10-07Sulla poesia italiana oggi910405UNISALENTOle00801-01-00ma -itait 0101692nam 2200421Ia 450 991070213010332120240812221546.0(CKB)5470000002424839(OCoLC)811564868(EXLCZ)99547000000242483920121001d2011 ua 0engurmn|||||||||txtrdacontentcrdamediacrrdacarrierGuide to security for full virtualization technologies recommendations of the National Institute of Standards and Technology /Karen Scarfone, Murugiah Souppaya, Paul HoffmanGaithersburg, MD :U.S. Dept. of Commerce, National Institute of Standards and Technology,[2011]1 online resource (35 unnumbered pages)NIST special publication ;800-125.Computer securityTitle from PDF title screen (viewed Sept. 27, 2012)."January 2011."Includes bibliographical references.Guide to security for full virtualization technologiesComputer softwareComputer simulationStandardsUnited StatesComputer securityStandardsUnited StatesComputer softwareComputer simulationStandardsComputer securityStandardsScarfone Karen1764277Souppaya Murugiah1352527Hoffman Paul27377National Institute of Standards and Technology (U.S.)GPOGPOBOOK9910702130103321Guide to security for full virtualization technologies4205924UNINA