Maren Seehawer
Biographic Data
| ID | 4150147 |
|---|---|
| NAME | Maren Seehawer |
| GIVEN NAMES | Maren |
| FAMILY NAME | Seehawer |
| SIGNATURE | SEEHAWER M |
| AFFILIATIONS | OsloMet – Oslo Metropolitan University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 40 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The Future of Sustainable Development Goals and Culture
The SDGs miss crucial dimensions when viewed from the cosmovisions of Ubuntu, Buen Vivir, Buddhist Happiness and Sami Arbediehtu. What principles can be derived from these cosmovisions to guide discussions after 2030? As methodology we use a dialogical intercultural philosophical reflection and a decolonial stance addressing planetary survival instead of sustainable development, to develop principles for after 2030, for example to be included in …
Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education
The article aims to contribute to the ongoing debate on quality education with regard to Sustainable Development Goal (SDG) 4. The authors suggest that heterogeneity and plurality of epistemologies in Sub-Saharan African classrooms are not drawbacks, but important resources with regard to both student learning and sustainable development. The majority of Sub-Saharan African children grow up navigating between indigenous and so-called Western know…
Decolonising research in a Sub-Saharan African context
In all parts of the world, researchers are addressing the colonial legacy of research. This article aims to contribute to the decolonisation of research in a sub-Saharan African context by exploring Ubuntu as an indigenous Southern African research paradigm. Drawing on lessons learnt from participatory action research with South African science teachers and on Ubuntu research literature, I develop, and reflect on, characteristics of an Ubuntu res…
South African science teachers' strategies for integrating indigenous and Western knowledges in their classes
Framed within the broader discourse on decolonising African education, this article aims to contribute to the project of integrating indigenous and Western knowledges in southern African education. Following a participatory action research (PAR) cycle, a team of five South African science teachers and one German researcher explored whether and how indigenous knowledges (IK) could be integrated into the teachers' regular classes. The article focus…
Decolonising methodology
It is common for indigenous knowledge (IK) researchers in South Africa to conduct studies within conventional Western paradigms, especially in the field of IK-science curriculum integration. The scientific paradigm usually takes precedence and research publishing follows the rules of the academy. There is an inherent paradox in this practice. An endeavour that aims to redress Western knowledge hegemony and decolonise the school science curriculum…
Decolonising research in a Sub-Saharan African context
In all parts of the world, researchers are addressing the colonial legacy of research. This article aims to contribute to the decolonisation of research in a sub-Saharan African context by exploring Ubuntu as an indigenous Southern African research paradigm. Drawing on lessons learnt from participatory action research with South African science teachers and on Ubuntu research literature, I develop, and reflect on, characteristics of an Ubuntu res…
Decolonising methodology
It is common for indigenous knowledge (IK) researchers in South Africa to conduct studies within conventional Western paradigms, especially in the field of IK-science curriculum integration. The scientific paradigm usually takes precedence and research publishing follows the rules of the academy. There is an inherent paradox in this practice. An endeavour that aims to redress Western knowledge hegemony and decolonise the school science curriculum…
South African science teachers' strategies for integrating indigenous and Western knowledges in their classes
Framed within the broader discourse on decolonising African education, this article aims to contribute to the project of integrating indigenous and Western knowledges in southern African education. Following a participatory action research (PAR) cycle, a team of five South African science teachers and one German researcher explored whether and how indigenous knowledges (IK) could be integrated into the teachers' regular classes. The article focus…
The Future of Sustainable Development Goals and Culture
The SDGs miss crucial dimensions when viewed from the cosmovisions of Ubuntu, Buen Vivir, Buddhist Happiness and Sami Arbediehtu. What principles can be derived from these cosmovisions to guide discussions after 2030? As methodology we use a dialogical intercultural philosophical reflection and a decolonial stance addressing planetary survival instead of sustainable development, to develop principles for after 2030, for example to be included in …
Decolonising methodology
It is common for indigenous knowledge (IK) researchers in South Africa to conduct studies within conventional Western paradigms, especially in the field of IK-science curriculum integration. The scientific paradigm usually takes precedence and research publishing follows the rules of the academy. There is an inherent paradox in this practice. An endeavour that aims to redress Western knowledge hegemony and decolonise the school science curriculum…
Decolonising research in a Sub-Saharan African context
In all parts of the world, researchers are addressing the colonial legacy of research. This article aims to contribute to the decolonisation of research in a sub-Saharan African context by exploring Ubuntu as an indigenous Southern African research paradigm. Drawing on lessons learnt from participatory action research with South African science teachers and on Ubuntu research literature, I develop, and reflect on, characteristics of an Ubuntu res…
South African science teachers' strategies for integrating indigenous and Western knowledges in their classes
Framed within the broader discourse on decolonising African education, this article aims to contribute to the project of integrating indigenous and Western knowledges in southern African education. Following a participatory action research (PAR) cycle, a team of five South African science teachers and one German researcher explored whether and how indigenous knowledges (IK) could be integrated into the teachers' regular classes. The article focus…
Dialogue between epistemologies as quality education. Integrating knowledges in Sub-Saharan African classrooms to foster sustainability learning and contextually relevant education
The article aims to contribute to the ongoing debate on quality education with regard to Sustainable Development Goal (SDG) 4. The authors suggest that heterogeneity and plurality of epistemologies in Sub-Saharan African classrooms are not drawbacks, but important resources with regard to both student learning and sustainable development. The majority of Sub-Saharan African children grow up navigating between indigenous and so-called Western know…
The Future of Sustainable Development Goals and Culture
The SDGs miss crucial dimensions when viewed from the cosmovisions of Ubuntu, Buen Vivir, Buddhist Happiness and Sami Arbediehtu. What principles can be derived from these cosmovisions to guide discussions after 2030? As methodology we use a dialogical intercultural philosophical reflection and a decolonial stance addressing planetary survival instead of sustainable development, to develop principles for after 2030, for example to be included in …
African cultural and philosophical studies (4 works) · Ecology (4 works) · Indigenous (4 works) · Political science (4 works) · Sociology (4 works) · Law (3 works) · Anthropological Studies and Insights (2 works) · Anthropology (2 works) · Biology (2 works) · Citizen journalism (2 works)