An exploration of ways of teaching and learning indigenous knowledge in the classroom: A case study of Patrick Ramaano Secondary School in Ha-Ramavhoya Village, Limpopo Province

There is a growing recognition of the significance of including indigenous knowledge (IK) in the curriculum. Calls are being made for integrating IK in the modern education system, given that the previous education system was rigid and predominantly centred on ideologies of the colonisers, such as the British and Portuguese in most developing countries. The South African government is also making efforts to integrate IK in the science of teaching and learning. Teachers are expected to link indigenous knowledge to the specified curriculum guidelines; however, the problem is that there are no specific ways that are advanced in the curriculum statements on how that can be done. This study explored the ways of teaching and learning indigenous knowledge in the classroom from selected schools. The study is qualitative; a case study research design was used, and participants were recruited purposively. Multiculturalism theory was used in this study. The data was gathered using semi-structured interviews and focus group discussions with elderly indigenous holders, grade 8-12 learners and teachers from Patrick Ramaano Secondary at Ha-Ramavhoya village. The collected data was analysed using thematic data analysis. The envisioned study findings are essential in understanding to teach indigenous knowledge. The study showed that a primary obstacle to incorporating indigenous knowledge into the curriculum is the teachers' limited understanding of IK and the lack of learning materials based on IK. The research also showed that while challenges are unavoidable, there are certain advantages to be gained from integration such as thorough documentation of indigenous knowledge and a complete educational experience focused on cultural commitment. The study suggests that teacher training should be developed to effectively integrate IK content. The research also suggests the need for inclusive IK policies to acknowledge the significance of incorporating IK into education.

Author dc:creator

• Nthangeni, Thakhani

Advisors dc:contributor.advisor

• Matshidze, P. E.
• Ramavhunga, N. E.

• Indigenous knowledge
• Teaching methods
• Teaching
• Learning
• Curriculum
• UCTD

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Repository record dc:identifier.uri

https://univendspace.univen.ac.za/handle/11602/2888

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/2888