Dr Emilia Nhalevilo, Mozambican, teaches at Universidade Pedagogica where she is also a Director of the Center for Mozambican Studies and Ethnoscience. Emilia started her teaching career as a science teacher in high school from 1987 to 1994. 1n 1995 she moved to teach at Universidade Pedagogica. She is the President of the African Association for the Study of Indigenous Knowledge System (AASIKS). Emilia holds a PhD in Science Education from Curtin University of Technology, Australia. Her main research interests lays in two main fields: Science Education and Indigenous Knowledge System.
Nhalevilo, E. (2017): Cultural Issues in Teacher Education: From Multicultural Context to Inter/Cultural Journeys. In Linking Research and Training in Internationalization of Teacher Education with the PEERS Program: Issues, Case Studies and Perspectives. Jean-Luc Gilles (Ed). Peter Lang. Bruxelles. ISBN: 9783034329798
Nhalevilo, E. Ogunniyi, M. (2014). Research as praxis: perspectives on interpreting data from a science and indigenous knowledge systems project. AJRMSTE. DOI:10.1080/10288457.2014.929248. Vol 18, issue 2. Pp 210-218.
Nhalevilo Afonso, E. (2013): Rethinking the history of inclusion of IKS in school curricula: endeavoring to legitimate the subject. International Journal of Science and Mathematics Education. DOI: 10.1007/s10763-012-9382-8. Volume 11, Issue 1 (2013), Page 23-42
Nhalevilo, E. A. (2013): Curriculo local: Uma oportunidade de emanciapacao. Revista e-curriculum. Vol 11 (1)
Nhalevilo, E. A. & Ogunniyi, M. (2014): Reflections on The Science and Indigenous Knowledge Project: Voices from the participants. South African Journal of High Education. Vol 28. Issue 1. Pp 221-235.