Abstract:

This book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous-centered learning experience. It does so by combining extensive curriculum and classroom analysis with interrogation and review of historical and current cultural and indigenous knowledge.

The book advocates for the inclusion of African indigenous science in the secondary school curriculum to enhance students' scientific literacy by recognizing the scientific contributions of their society, establishing clear connections between Indigenous and Western science, and promoting female representation in the sciences.