The study is concerned with preserving and transmitting indigenous culture: the traditional family, modes of social and economic organisation, religious life and moral education; the spread of western education from the nineteenth century; contemporary western cultural hegemony; indigenous and western cultural values; the spread of Arabic cultures, Islam and Islamic education in Nigeria; and means of integrating the various cultural heritages for a sustainable future.

Based on interrogation and review of historical and current cultural and indigenous knowledge combined with extensive curriculum and classroom analysis, this book identifies how indigenous science gender roles may be utilized to provide a more gender balanced and indigenous centered learning experience. The book argues for the integration of African indigenous science into the secondary school curriculum as a way to strengthen students’ science comprehension by affirming their society’s science contributions, making clear connections between Indigenous and Western science, and also as a way to promote female representation in the sciences. This book will be of interest to scholars and practitioners of science education, African education, and indigenous knowledge.

The paper examined indigenous education and the issue of under-development in South South Nigeria. It was guided by five research objectives which were to explore the concept of indigenous education, explore indigenous education in South South Nigeria, access its curriculum, investigate education and underdevelopment in the zone as well as consider the place of globalization and education in the area. The paper was anchored further on the system theory by Bertalanffy (1968) even as the nature of research design was purely descriptive. Findings showed that social vices have plagued the zone, causing numerous problems for the citizens despite Western education. Values have degenerated resulting in too much corruption, violence, ritualism, killings, examination malpractice, internet fraud, banditry, drug abuse, child abuse, and disrespect to constitutional authorities and so on. Ironically, western education has almost eroded the indigenous education merits instead of consolidating the Nigeria's cultural values displayed in truth-telling, respect, industry, obedience to constituted authorities, chastity, charity and the rest are almost extinct in our youths these days due to Westernization which is worrisome. The paper thus, canvasses for an integration and synergization of both indigenous and western forms of education in order to revive worthwhile Nigerian values as well as strengthen existing education systems in South-South Nigeria.

This text provides a brief yet comprehensive overview of a number of non-Western approaches to educational thought and practice. Its premise is that understanding the ways that other people educate their children--as well as what counts for them as "education"--may help us think more clearly about some of our own assumptions and values, and to become more open to alternative viewpoints about important educational matters. The value of this informative, mind-opening text for preservice and in-service teacher education courses is enhanced by "Questions for Discussion and Reflection" and "Recommended Further Readings" included in each chapter. New in the Third Edition: *Chapter 2, "Conceptualizing Culture:" 'I, We, and The Other,' is new to this edition. It is a response to feedback about the problems inherent in our general discourse about "culture," and in addition provides an example of a culture that is near to us but nevertheless alien-the culture of the Deaf-World. *Chapter 9-which deals with Islam and traditional Muslim education-has been substantially revised. *The subtitle of the Third Edition has been changed to Indigenous Approaches to Educational Thought and Practice, reflecting not so much a change in the emphases found in the book, but rather, a recognition of the growing scholarly interest in indigenous peoples, their languages, cultures, and histories. *Various points throughout the text have been expanded and clarified, and chapters have been updated as needed.