Integrating Indigenous Knowledge Systems into Science Educators’ Professional Development for Cultural Sustainability

Résumé fourni par la source

Indigenous Knowledge Systems (IKS) are complex, dynamic and rooted in culture and tradition. IKS are frequently associated with the natural environment and play a vital role in biodiversity conservation and resource management. IKS practices offer valuable insights and solutions for sustainable development, particularly in areas such as agriculture, medicine, and resource management. The integration of IKS into science education not only enriches the curriculum but also fosters a deeper understanding of sustainable practices and values among students and educators. However, IKS have been extensively marginalised in Zimbabwe’s science curriculum. This has led to a schism between what is taught in higher education and the real experiences of many educators resulting in them struggling to perceive the relevance of science education in their lives and to their communities. The discussion in this chapter is underpinned by a theoretical framework comprised of funds of knowledge theory, collateral learning theory, and cultural border crossing. Issues concerning cultural sustainability and the implications of integrating IKS into science educators’ professional development programmes are conceptualized. When IKS is appreciated and respected, it can serve to enhance cultural identity and ‘Ubuntu’ principles and consequently facilitate cultural knowledge transfer to future generations. Therefore, we recommended further interrogation of how IK enhances science teaching-learning in higher education.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.