Decolonisation of the Science Curriculum: A Different Perspective (#Cookbook-Labs-Must-Fall) (original) (raw)
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Indigenous and Afro Knowledge in Science Education: Dialogues and Conflicts
Upgrading Physics Education to Meet the Needs of Society, 2019
This chapter provides ethnographic descriptions and analyses of interviews with indigenous and Afro-Colombian (The term refers to the descendants of Africans who survived the slave trade and to their dual affiliation: to both their black African roots and the Colombian nation. In some articles, especially those from Africa, the original African cultures are called “indigenous” (Semali and Kincheloe (Eds),What is indigenous knowledge? Voices from the academy. New York and London: Falmer Press, 1999). However, in America they are called “Afro” in order to distinguish them from the original American cultures.) teachers and of some discursive interactions with their students in primary school classrooms in underserved communities. In those contexts they mobilize their local community knowledge for science lessons. We analyzed the teachers’ purpose in incorporating indigenous and Afro knowledge in teaching science and how these different knowledge systems work in the interaction. These teachers’ and students’ co-constructions modify and enhance the official science curriculum with forms of resistance to the scientific myth of only one universal truth about physical phenomena. This resistance is based on the strength of their collective identity constructs as well as their connection with and respect toward nature. These kinds of studies are relevant references for a culturally sensitive science curriculum development.
Often within science education, Indigenous science is either excluded or included in ways that differ from or defer its intended meanings, as well as its pedagogical potentiality for all students. The central question that guides this dissertation is How is Indigenous science to-come with/in the context of science education? This dissertation draws from decolonizing, post-colonial, post- structural, and post-humanist theory-practices to address ‘to-come’ in three ways: a) Indigenous science on its own terms as not-yet and still-to-come with/in science education; b) Indigenous science as a relationship whose indeterminate arrival invites re(con)figuring of the lived constructs, concepts, and categories of science education; and c) practices (including pedagogy) that might allow for and nurture the possibility of Indigenous science to-come in its second iteration. To explore this triple(d) understanding of ‘to-come’, each chapter within the dissertation acts as an excursion through a path of science education. Journeying involves strategically straying off the beaten path or tactically taking the pathway in unintended ways to lose sight of the prescriptive and often problematic ways in which the path is regularly travelled. Further, each journey is iterative, travelling through, against, and/or beyond a particular path, wherein the learning is enfolded and carried forward into the next trip. Equipped with a plethora of deconstructive tools, science education is (re)opened through (re)considering its: a) oppositional, dialectic nature; b) critical modes as protective, rather than productive, of the status quo (i.e., through mirrored correspondence); c) ontological taken-for-grantedness (e.g., through its a priori and singular positioning); and, d) responsibility, as well as ability to respond. In response, I offer a call and analytical frames for: a) dialogue; b) critique as prismatic and diffractive; c) ontological plurality and co-constitutiveness; as well as, d) response- ability, respectively. Insights produced and scholarly contributions from wandering include: a) an exploration of curricular alternatives to scientific literacy, notably Karen Barad’s agential literacy and Gregory Cajete’s ecologies of relationships; b) re(con)figuring visual pedagogies to engage in decolonizing science education. This theory-practice bridging pursues design of a pedagogy of relationally storying nature well positioned to account for and be accountable to Indigenous science to-come.
Decolonising Science: Challenging the South African Classroom through Indigenous Knowledge Systems
2020
None of these two leaders would have supported science education for black children. In fact, the Eiselen Commission on Native Education in 1949 recommended the intensification of reforms in black (Bantu) education. This Commission was appointed by government to investigate aspects of native education. Among others, the Eiselen Commission pointed out that Bantu Education is different from education and it was established to ensure that it fits into the doctrine of white supremacy. "The African must understand that European civilisation in its broadest sense is closed to him, and his learning of culture must be confined to the primitive culture of his life in the reserves" (Federation of South African Women, 2013:2). Today, in historically black schools, teachers are still faced with the challenge of demystifying science and in a time of decolonisation debates, explore ways of injecting African indigenous knowledges as well. As cited by Msila in the Preface, Macedo (1993) discusses the Pedagogy of Big Lies, which points out that poor children cannot succeed in school because of their socioeconomic status. Yet when people speak of decolonisation, they seek to see schools as correctors of socioeconomic equality and social injustices (Bude, 1985). Historically, black children in historically black schools have not fared well in Mathematics and Science and this is no wonder when one looks at the objectives of apartheid education highlighted above. In the past unqualified and underqualified teachers taught these subjects due to a shortage of qualifies teachers in these learning areas. In historically black schools today, many teachers may believe in the pedagogy of big lies; that learning areas such as Mathematics and Science are not for poor children because of their low social capital. The objectives of this chapter are to explore how a decolonised system has a potential of demystifying science, thus making it relevant to the learners' life world. The chapter seeks to investigate the role that can be played by Indigenous Knowledge Systems and linked to this is language, which is usually seen as a purveyor of culture. The use of the learners' knowledge from home can be beneficial for not only Science but also all knowledge in schools. Naidoo and Vithal (2014) point out that, in South Africa, Indigenous Knowledge Systems (IKS) play a critical role in Natural, Physical and Life Sciences and they are part of the Department of Basic Education's policy. Furthermore, these authors claim that the inclusion of IKS provides motivation and self-esteem, cultural responsiveness and relevance, increased peer interaction, as well as positive learning experiences. Van Wyk (2002:311) perceives a new space for IKS in South African schools today as he avers:
South African journal of higher education, 2021
This article explores the budding scholarship related to the decolonisation of the South African curriculum, by making use of third-generation Cultural-Historical Activity Theory (CHAT) as a lens. In the article the authors advocate for the use of indigenous knowledge as a vehicle for curriculum transformation. The article has a binomial nature, in so far that the first section considers the decolonisation of the higher education curriculum through the infusion of indigenous knowledge, by making use of CHAT. The last section reflects on empirical findings of a teacher professional development (TPD) intervention related to epistemological border-crossing between indigenous knowledge and natural sciences. CHAT is especially valuable in indigenous knowledge (IK) research, due to its emphasis on both cultural and historical contexts. In-service natural sciences teachers were assisted in their professional development to better contextualise the school curriculum for culturally diverse learners, through the infusion of indigenous knowledge. The findings reveal that there are tensions between the intended and realised curriculum, and that teacher professional development does not necessarily lead to the transfer of knowledge and skills in the classroom. Using indigenous knowledge as a vehicle to decolonise the curriculum, holds affordances for the rediscovery and appreciation of people's own history, culture, language and identity.
Towards culturally relevant classroom science
2013
A theoretical framework is an important component of a research study. It grounds the study and guides the methodological design. It also forms a reference point for the interpretation of the research findings. This paper conceptually examines the process of constructing a multi-focal theoretical lens for guiding studies that aim to accommodate local culture in science classrooms. A multi-focal approach is adopted because the integration of indigenous knowledge and modern classroom science is complex. The central argument in this paper is that a multi-focal lens accommodates the multifaceted nature of integrating indigenous knowledge and western oriented classroom science. The objective of the paper, therefore, is to construct a theoretical framework that can be used to guide and inform the integration of indigenous knowledge and western science at classroom science level. The traditional plant healing form of indigenous knowledge is used as a case study. The paper is important for raising the complexities, tensions and dilemmas inherent in the design and implementation of indigenous knowledge-science integrated curricula. An understanding of the issues raised will pave the way towards achieving culturally relevant classroom science.
Journal of Education
Post-apartheid South Africa has witnessed many changes in its quest for social justice. However, these changes have not affected South African higher education institutions (HEIs) that continue to privilege epistemic traditions that are embedded in Western frameworks. The science curriculum has been instrumental in promoting Western worldviews as being universal. This has resulted in normalising the subordination of non-Western people and their knowledge systems. In seeking a change in the tenor of science education, I report on a qualitative study that explored the intersecting influence of the pre-service science teacher curriculum and indigenous knowledge systems (IKS). In my reconceptualising of a part of one science module, a departure from the revised curriculum and from the Western epistemic canon was effected by reframing who teaches, what is taught and how it is taught. A purposively selected sample of 224 pre-service teachers engaged in a field trip and a gardening project that was facilitated, in part, by an indigenous knowledge expert. Pre-service teachers planted a vegetable garden using indigenous methods and cultivated indigenous and non-indigenous plants. They captured the processes of planting and growing the plants in their portfolios and reflected on their learning by responding to questionnaires. I analysed the data drawn from the portfolios and replies to the questionnaires thematically. My findings revealed that consciousness-raising had occurred in these pre-service teachers about the value of indigenous knowledge (IK) and they endorsed the IK expert as a legitimate teacher in higher education. Insights into using IKS to transform and decolonise the curriculum by engaging an IK expert to teach brought previously marginalised IK to the centre. Teaching and learning in this context maximised interaction between the pre-service teachers and the materials being studied in their natural setting.
The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education research methodologies in mind. As a rejoinder to Tracey McMahon, Emily Griese, and DenYelle Baete Kenyon's Cultivating Native American scientists: An application of an Indigenous model to an undergraduate research experience, we extend the notion of educationally centering Indigenous processes, pedagogies, and protocols by considering methodology a site in which (neo-)colonial logics often linger. We suggest that (re)designing methodology with Indigenous theorists and theories is an important act of resistance, refusal, and resignification; we demonstrate this significance through braiding together narratives of our engagement in this task and provide insights as to what is produced or producible.
NWU self-directed learning series, 2019
Peer review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research Justification This book is the result of a longitudinal research project (2016-2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school Science, Technology and Mathematics curricula. Short learning programmes (SLPs) were offered to Science, Technology, Engineering and Mathematics (STEM) teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo province, and Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological bordercrossing between Natural Science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers' classrooms. Most of the chapters in the book report empirical data, with the exception of three chapters (Ch. 2, Ch. 10 and Ch. 11), that can be categorised as systematic reviews. The book is devoted to scholarship in the field of STEM education and teacher professional development, with a specific focus on research into the enhancement of self-directed learning. The target audience are scholars working in the fields of indigenous knowledge systems, STEM education, teacher professional development and self-directed learning. This book makes a unique contribution in terms of, firstly, its extensive use of third-generation Cultural-Historical Activity Theory (CHAT) as a research lens and, secondly, in drawing on research from the fields of neuroscience, science education philosophy, self-directed learning and indigenous knowledge systems, in arguing for such border-crossing. Chapter 1 shows how this research contributes to the development of fourthgeneration CHAT, which, owing to the complexity of the object (which Engeström refers to as 'runaway objects'), requires a focus on numerous activity systems. The book also explores the conundrum of research ethics during participatory action research with holders of indigenous knowledge. In accordance with the requirements of the Department of Higher Education and Training, this book contains more than 50% original content, and no part of the work has been plagiarised. Ethical clearance for the project was provided by the North
2019
The leitmotiv of this paper is the relationship between the natural sciences and indigenous knowledge, and whether indigenous knowledge has a place in the school science curriculum. In this review paper, various perspectives on the role of indigenous knowledge in the science classroom are explored. Based on the tenets of respective science and indigenous knowledge, three different perspectives on such epistemological border-crossing are explored: the inclusive, the exclusive, and the ‘overlapping domains’ perspectives. The authors also consider factors that influence such border-crossing, such as teacher and learner factors.
NWU Self-Directed Learning Series, 2019
Peer review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books'. The manuscript was subjected to a rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript should be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research Justification This book is the result of a longitudinal research project (2016-2018) funded by the National Research Foundation and the Fuchs Foundation, and it disseminates original research. The project researched the affordances of indigenous knowledge in the school Science, Technology and Mathematics curricula. Short learning programmes (SLPs) were offered to Science, Technology, Engineering and Mathematics (STEM) teachers, during which they engaged in creative and inquiry-based teaching and learning strategies. Research shows that strategies such as problem-based and cooperative learning have the potential to enhance self-directed learning. This design-based research was conducted in several provinces in South Africa (North-West Province, the Northern Cape, Limpopo province, and Gauteng). Based on the data obtained after each intervention, design principles were formulated for redesigning of SLPs. The qualitative research focussed on teachers' lived experiences of the epistemological bordercrossing between Natural Science and indigenous knowledge, their views on the nature of science and indigenous knowledge, and the reformed teaching and learning that took place after the intervention in teachers' classrooms. Most of the chapters in the book report empirical data, with the exception of three chapters (Ch. 2, Ch. 10 and Ch. 11), that can be categorised as systematic reviews. The book is devoted to scholarship in the field of STEM education and teacher professional development, with a specific focus on research into the enhancement of self-directed learning. The target audience are scholars working in the fields of indigenous knowledge systems, STEM education, teacher professional development and self-directed learning. This book makes a unique contribution in terms of, firstly, its extensive use of third-generation Cultural-Historical Activity Theory (CHAT) as a research lens and, secondly, in drawing on research from the fields of neuroscience, science education philosophy, self-directed learning and indigenous knowledge systems, in arguing for such border-crossing. Chapter 1 shows how this research contributes to the development of fourthgeneration CHAT, which, owing to the complexity of the object (which Engeström refers to as 'runaway objects'), requires a focus on numerous activity systems. The book also explores the conundrum of research ethics during participatory action research with holders of indigenous knowledge. In accordance with the requirements of the Department of Higher Education and Training, this book contains more than 50% original content, and no part of the work has been plagiarised. Ethical clearance for the project was provided by the North