The integration of indigenous knowledge systems into the main stream senior phase Natural Science Curriculum at Uthungulu district schools

There has recently been a renewed interest emanating from the Department of Basic Education in the inclusion of indigenous knowledge in the mainstream science curriculum. The aims and principles of the new curriculum statement seek to realign themselves with those of the Constitution of the Republic, which highlight inclusivity, valuing indigenous knowledge and the environment, and social justice for all. In an attempt to address some of the glaring fundamental oversights in the curriculum statement. To this end, the Department of Basic Education has identified indigenous knowledge that can be integrated into the science curriculum and be taught at school. The challenge that baffles many interested and affected parties in education is the absence of clear guidelines as to what aspect of IK can be integrated into the science classroom, as there was never any curriculum training for teachers in this regard. This study was conducted within the community of Emacekane in the province of KwaZulu-Natal, South Africa, to explore the feasibility of integrating indigenous knowledge within the science curriculum. The following objectives were established to answer the research questions. The first was to determine whether or not IK can be integrated within the science subjects as taught in Empangeni schools. The second was to explore whether or not effective partnerships exist between schools and the surrounding indigenous communities in the development and authentication of IK for the purposes of integration within the school curriculum. The third was to examine the contribution of socio-cultural practices towards the preservation of indigenous knowledge. The results of this study reveal that the Department of Basic Education should invest more resources and underscore the importance of extending thinking about IK-science integration beyond aspects that suit science content, to considering more fruitful and comprehensive methods of teaching and learning science, as well as their relevance to community needs.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2014

Author dc:creator

• Mkhwanazi, Mhlonipheni Evans

Advisors dc:contributor.advisor

• Mncube, D.W.
• Imenda, S.E.

• indigenous knowledge systems --school curriculum --Uthungulu

Licence

• https://devspace.unizulu.ac.za/bitstreams/92f1a63b-0191-4655-a033-fb6d5cb15d74/download