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Decolonizing Western Science Education and Knowledge in Early Childhood: Rethinking Natural Hazards and Disasters Framework through Indigenous 'Ecology of Knowledges' in Kenya

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Anny Bertoli; John Teria Ng'asike; Stefania Amici; Andrew Madjar; Marek Tesar – Global Studies of Childhood, 2024

This article presents the epistemological complexity inherent in the roll out of an international project on Disaster and Risk Reduction, and consequently about science education in the Indigenous context of Turkana County in Kenya. After an introduction that explains the current state of Disaster and Risk Reduction, the paper focuses on the…

Descriptors: Foreign Countries, Decolonization, Science Education, Early Childhood Education