LEADER 03786nam 2200385 450 001 9910476857603321 005 20230329024427.0 035 $a(CKB)5470000000567366 035 $a(NjHacI)995470000000567366 035 $a(EXLCZ)995470000000567366 100 $a20230329d2019 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aThe decolonisation of the curriculum project $ethe affordances of indigenous knowledge for self-directed learning /$fRoxanne Bailey [and nineteen others] 210 1$aDurbanville, Cape Town, South Africa :$cAOSIS,$d[2019] 210 4$dİ2019 215 $a1 online resource (448 pages) $cillustrations 225 1 $aNWU self-directed learning series 327 $aAbbreviations, 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. 330 $aThis book is the result of a longitudinal research project (2016-2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school science, technology and mathematics curricula. Short learning programmes (SLPs) were offered to STEM teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo Province, and in Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological border-crossing between natural science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention, in teachers' classrooms. 410 0$aNWU self-directed learning series. 517 $aDecolonisation of the curriculum project 606 $aSelf-managed learning 615 0$aSelf-managed learning. 676 $a370.1523 700 $aBailey$b Roxanne$01346256 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910476857603321 996 $aThe decolonisation of the curriculum project$93073779 997 $aUNINA LEADER 03791nam 22005053 450 001 9910158951803321 005 20230807213131.0 010 $a9781782899952 010 $a1782899952 035 $a(CKB)3710000001011484 035 $a(MiAaPQ)EBC4807301 035 $a(Au-PeEL)EBL4807301 035 $a(CaPaEBR)ebr11354436 035 $a(OCoLC)975223894 035 $a(Perlego)3021574 035 $a(EXLCZ)993710000001011484 100 $a20210901d2015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aClausewitz And Seapower 205 $a1st ed. 210 1$aSan Francisco :$cTannenberg Publishing,$d2015. 210 4$dİ2015. 215 $a1 online resource (47 pages) 327 $aIntro -- TABLE OF CONTENTS -- Acknowledgments -- Abstract -- Chapter 1 - Introduction -- Criticizing Clausewitz -- The Falkland Islands Case Study -- Chapter 2 - Historical Background -- Territorial Disputes -- Other Interests -- Argentina in 1981 -- Chapter 3 - The Conflict Begins -- Deception and Surprise at South Georgia -- The Main Invasion at Stanley -- Argentina's Force Capabilities -- British Force Capabilities -- Chapter 4 - British Operational Objectives and the War's Conduct -- Objective 1: Sea Blockade -- Objective 2: Recapture of South Georgia -- Objective 3: Sea and Air Supremacy -- Naval Engagements -- Air Engagements -- Objective 4: Recapture of the Falkland Islands -- Chapter 5 - Clausewitz Applied -- War as a Continuation of Politics -- Qualities of the Commanders -- The Trinity -- Surprise and Deception -- Correlation of Means and Ends -- Offensive and Defensive -- Center of Gravity -- Numerical Superiority -- Friction -- Unit Spirit -- Chapter 6 - Conclusion -- Review of Research Question -- Conclusions -- Bibliography. 330 8 $aThis paper explores the hypothesis that although Clausewitz has been criticized for not specifically addressing naval warfare in his seminal work On War, Clausewitzian principles are in fact not only applicable, but highly relevant to the modern conduct of war at sea. The 1982 Falkland Islands conflict between Great Britain and Argentina will be used as the framework to examine this hypothesis. As the largest and most significant series of naval engagements since World War II, the Falklands War provides a rich database of both traditional and non-traditional lessons learned about the conduct of war at sea. This paper begins with a brief discussion of critiques of Clausewitz and his apparent lack of focus on the naval element of warfare. It will be followed by a historical review of significant events leading up to, and during the Falkland Islands War. Key events in the war will then be reviewed and examined within a framework of Clausewitzian principles. The motives, key assumptions, military strategy, and tactics of Great Britain and Argentina will be discussed within the context of the Clausewitzian dictum that war is the continuation of politics by other means. Selected specific events in the campaign will then be addressed in terms of Clausewitzian principles of war to determine their relevance or irrelevance to modern naval strategy and campaigning. 517 $aClausewitz And Seapower 606 $aSea-power 606 $aMilitary operations, Naval 606 $aClausewitz, Carl von, 1780-1831 615 0$aSea-power. 615 0$aMilitary operations, Naval. 615 0$aClausewitz, Carl von, 1780-1831. 676 $a997.11 700 $aZellem USN$b LCDR Edward B$01374923 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910158951803321 996 $aClausewitz And Seapower$93408725 997 $aUNINA