Malcolm, Clifford Keith.Maharaj, J. S. K.2011-06-202011-06-2020042004http://hdl.handle.net/10413/3053Thesis (M.Ed.)-University of Durban-Westville, 2004.The dismantling of apartheid in South Africa provides educational researchers with the opportunity to explore many issues in education one of which being knowledge and its epistemology. Since colonization Africa has been mainly a consumer of Western knowledge and hardly a producer of new knowledge. Generally indigenous knowledge is taken by Western scholars and then sold to its motherland dressed in Western garb. Because of colonization and subsequent apartheid rule the progress of indigenous ways of knowing was marginalized and only Western ways of knowing were promoted. Indigenous ways of knowing need to be debated not only by scholars in the main but also by the science learners in African schools. Hence this study firstly explores the beliefs of a large group of grade 11 Physical Science learners about school science and indigenous knowledge and secondly explores how these learners negotiate relationships between school science and indigenous knowledge.enScience--Study and teaching (Secondary)Indigenous knowledge.Theses--Education.Thesis