Browsing by Author "Madonda, Nompumelelo Pricilla."

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An exploration of how indigenous games can be introduced to the physical education curriculum in the foundation phase through a decolonial lens.
(2023) Madonda, Nompumelelo Pricilla.; Ramrathan, Prevanand.
The study explores how indigenous games can be introduced to the Physical Education (PE) curriculum in the foundation phase (FP) through a decolonial lens. The study adds to the growing body of research on decolonising Western curricula. The researcher was motivated by the negative effects of colonisation in education, namely; the lack of indigenous games in the current PE curriculum. The pedagogy of the study has been designed through a Western approach. The lack of indigenous games in the curriculum has led to inadequate learning and teaching of the subject. The study was conducted at Inanda in the Pinetown District, a rural area in KwaZulu-Natal province in South Africa. A variety of indigenous games that can be integrated into the teaching of PE were identified and explored. Conceptual frameworks of decolonial theory focusing on the Indigenous Knowledge System, and Ubuntu were used in this study. Participatory Action Research (PAR) design was employed. Qualitative data were generated from a purposefully selected sample comprising six FP teachers. The following research instruments were used in the study: talking circles, collages, and observations. The findings revealed that indigenous games can be used to reignite the love of PE in FP schooling. Indigenous games not only combined mental and physical well-being but also taught practical abilities. The study implies that PE can be understood through the indigenous knowledge system (IKS) of teachers. Through the study, it was recommended that indigenous games should be integrated into the teaching of PE and the school should also promote the integration of Western knowledge with indigenous knowledge (IK). Indigenous knowledge systems include games as a fundamental element. Indigenous games are cultural resources or tools that are part of IKS, which are particular to each community or culture. The study recommends that the incorporation of IKS and Western knowledge can be crucial to the delivery of PE during the foundation period of schooling. The study suggested IK approach encourages teachers to use indigenous epistemologies and incorporate informal knowledge that learners bring from their homes and communities into the classroom. The study sought to make a beneficial contribution to the teaching and learning of PE in the FP from a decolonial standpoint.