國立高雄大學圖資館 |

Indigenous technology knowledge systemsdecolonizing the technology education curriculum /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Indigenous technology knowledge systemsedited by Mishack T. Gumbo, P. John Williams.
Reminder of title:	decolonizing the technology education curriculum /
other author:	Gumbo, Mishack Thiza.
Published:	Singapore :Springer Nature Singapore :2023.
Description:	xxiii, 331 p. :ill., digital ;24 cm.
Contained By:	Springer Nature eBook
Subject:	Ethnoscience.
Online resource:	https://doi.org/10.1007/978-981-99-1396-1
ISBN:	9789819913961$q(electronic bk.)

Indigenous technology knowledge systemsdecolonizing the technology education curriculum /
Indigenous technology knowledge systemsdecolonizing the technology education curriculum /[electronic resource] :edited by Mishack T. Gumbo, P. John Williams. - Singapore :Springer Nature Singapore :2023. - xxiii, 331 p. :ill., digital ;24 cm. - Contemporary issues in technology education,2510-0335. - Contemporary issues in technology education..

Part I. Making a case for indigenous technology -- 1. The leapfrogging effect of the Fourth Industrial Revolution on indigenous technology: Implications for Technology Education -- 2. Making a case for Indigenous Technological Knowledge Systems Education (ITKSE) - A STEAM Perspective -- 3 -- Engineering knowledge as indigenous knowledge -- 4. Building Modern Technology Innovation on Indigenous Knowledge Systems in Technology Education -- 5. Creating the value of Indigenous Knowledge and Technologies in Technology Education Curriculum through Intellectual Property Rights -- Part II. The cultural foundations of indigenous technology -- 6. Indigenous Technological Knowledge Systems Education: Technology Education in a Swedish Sámi School -- 7. Toys, Design and Technology: Intergenerational connects and embodied cultural practices -- 8. Indigenous knowledge and technology embodied in the Ogiek's ethnic dress: Implications for sustainable design education and practice -- 9. Hindu Temples and Vastushastra Technology Education.

There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE) Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE) ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.

ISBN: 9789819913961$q(electronic bk.)

Standard No.: 10.1007/978-981-99-1396-1doiSubjects--Topical Terms:

490855
Ethnoscience.

LC Class. No.: LC1395 / .I53 2023

Dewey Class. No.: 500.89

Indigenous technology knowledge systemsdecolonizing the technology education curriculum /
LDR:04441nmm a2200361 a 4500 001 646925
003 DE-He213
005 20230619130211.0
006 m d
007 cr nn 008maaau
008 240116s2023 si s 0 eng d
020 $a 9789819913961$q(electronic bk.)
020 $a 9789819913954$q(paper)
024 7 $a 10.1007/978-981-99-1396-1 $2 doi
035 $a 978-981-99-1396-1
040 $a GP $c GP
041 0 $a eng
050 4 $a LC1395 $b .I53 2023
072 7 $a JNM $2 bicssc
072 7 $a TB $2 bicssc
072 7 $a EDU015000 $2 bisacsh
072 7 $a JNM $2 thema
072 7 $a TB $2 thema
082 0 4 $a 500.89 $2 23
090 $a LC1395 $b .I39 2023
245 0 0 $a Indigenous technology knowledge systems $h [electronic resource] : $b decolonizing the technology education curriculum / $c edited by Mishack T. Gumbo, P. John Williams.
260 $a Singapore : $b Springer Nature Singapore : $b Imprint: Springer, $c 2023.
300 $a xxiii, 331 p. : $b ill., digital ; $c 24 cm.
490 1 $a Contemporary issues in technology education, $x 2510-0335
505 0 $a Part I. Making a case for indigenous technology -- 1. The leapfrogging effect of the Fourth Industrial Revolution on indigenous technology: Implications for Technology Education -- 2. Making a case for Indigenous Technological Knowledge Systems Education (ITKSE) - A STEAM Perspective -- 3 -- Engineering knowledge as indigenous knowledge -- 4. Building Modern Technology Innovation on Indigenous Knowledge Systems in Technology Education -- 5. Creating the value of Indigenous Knowledge and Technologies in Technology Education Curriculum through Intellectual Property Rights -- Part II. The cultural foundations of indigenous technology -- 6. Indigenous Technological Knowledge Systems Education: Technology Education in a Swedish Sámi School -- 7. Toys, Design and Technology: Intergenerational connects and embodied cultural practices -- 8. Indigenous knowledge and technology embodied in the Ogiek's ethnic dress: Implications for sustainable design education and practice -- 9. Hindu Temples and Vastushastra Technology Education.
520 $a There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct. This book focuses on indigenous technological knowledge systems education (ITKSE) Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE) ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment. The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.
650 0 $a Ethnoscience. $3 490855
650 0 $a Ethnoscience $x Study and teaching. $3 956004
650 0 $a Decolonization. $3 214679
650 1 4 $a Engineering and Technology Education. $3 919387
650 2 4 $a Sociology of Education. $3 338784
650 2 4 $a Curriculum Studies. $3 274574
650 2 4 $a Teaching and Teacher Education. $3 338703
700 1 $a Gumbo, Mishack Thiza. $3 956003
700 1 $a Williams, John. $3 284050
710 2 $a SpringerLink (Online service) $3 273601
773 0 $t Springer Nature eBook
830 0 $a Contemporary issues in technology education. $3 712320
856 4 0 $u https://doi.org/10.1007/978-981-99-1396-1
950 $a Education (SpringerNature-41171)