Reimagining indigenous knowledge in a multicultural science classroom

ABSTRACT

The study is premised on the belief that the intent and coherent integration of indigenous knowledge (IK) in science classrooms as advocated for by various curricula is not paying dividends. There is need to reimagine the nature, source and utility value of IK in multicultural science classrooms to ensure inclusivity. The study sought to explore teachers’ conceptions of the nature, source and utility value of IK in making science concepts more accessible to learners in multicultural science classrooms. In this qualitative case study, 20 science teachers were interviewed to determine their conceptions. Data were collected through open-ended interviews and analysed thematically. Teachers’ perspectives provided a more precise illustration of their level of innovative IK integration in science classrooms. Some teachers demonstrated inadequate understanding of the nature of IK which stifled meaningful IK integration. While some teachers exhibited knowledge of IK sources, they, however, failed to conceptualise how various forms of IK learners bring to the science classrooms could be reconciled and meaningfully utilised. Reimagining the nature, source and utility value of IK remains a key imperative for fostering inclusivity in science classrooms. It is recommended that teacher professional development programmes should provide meaningful opportunities for building teacher professional capacity.

KEYWORDS:

• Nature of IK
• sources of IK
• utility value of IK
• multicultural science classroom

Acknowledgements

My gratitude goes to the 20 Physical Sciences, Life Sciences and Natural Sciences teachers who took part in the study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Lydia Mavuru

Lydia Mavuru is a Associate Prfessor in science education in the Department of Science and Technology Education at the University of Johannesburg, South Africa. She teaches both undergraduate and postgraduate modules. Lydia supervises both Master and Ph.D. studies in science education. She has extensive experience in teaching high school science subjects in different countries. Her main research interest is socio-cultural perspectives in science education focusing on social constructivist pedagogies and consideration of equity and diversity in making science comprehensible and relevant to students. Her thrust is the incorporation of learners’ Indigenous Knowledge (IK) and teacher efficacy in IK integration in science classrooms. Lydia Mavuru argues for the reimagining and consideration of diversity in students’ sociocultural backgrounds as resources in science classrooms rather than as impediments in the teaching and learning process.