Leveraging insights from teachers who are indigenous knowledge holders to explore the inclusion of indigenous knowledge in Life Sciences.

Abstract

Recognizing the pivotal role of Indigenous Knowledge Systems (IKS) in science education, South African policy documents, including the Curriculum and Assessment Policy Statement (CAPS) for Natural Sciences and Life Sciences (Department of Education, 2011), highlight the need to include IKS. These policy papers mandate science teachers to include indigenous knowledge in their curriculum. This research sought to investigate the incorporation of indigenous knowledge into the lessons taught by high school Life Sciences teachers in the Northern KwaZulu-Natal Province. I sought to explore the IKS-related content that was utilized and the methods employed to teach in Life Sciences lessons. The research involved a single primary phase of sequential data collection, specifically focusing on qualitative data. This contemporary methodology was utilized to ensure reliable responses to the following specified research questions: 1. What are the views of teachers, who are also IK holders, about the inclusion of IK in the Life Sciences curriculum? 2. How can teachers who are IK holders include IK in the Life Sciences curriculum? 2.1 What content do they include? 2.2 What pedagogy do they use? To answer the questions guiding the research study, data were generated through document analysis and interviews with five purposively selected Life Sciences teachers. The study aimed to investigate the integration of indigenous knowledge (IK) in Life Sciences, utilizing the perspectives of teachers possessing IK. Specifically, this study sought to explore how IK is incorporated into the Life Sciences (LS) curriculum and how teachers with IK perceive their role as knowledge producers in the curriculum. The research revealed teachers' concerns about the LS curriculum's preference for knowledge, which often overlooks prominent non-Western scientists without global recognition. Participating teachers were aware of the Euro-Western nature of the Life Sciences curriculum. Ultimately, the research underscored the significance of incorporating IK into South Africa's Life Sciences curriculum.