The development of context-relevant teaching tools using local and indigenous knowledge: reflections of a sociologist, a sociolinguist and a feminist scholar
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): T.Letsekha, L.Wiebesiek-Pienaar, T.Meyiwa
KEYWORDS: INDIGENOUS KNOWLEDGE SYSTEMS
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 7702
HANDLE: 20.500.11910/2989
URI: http://hdl.handle.net/20.500.11910/2989
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Schooling in South Africa is structured according to the Revised National Curriculum Statement (RNCS) for Grades R to 9 and the National Curriculum Statement (NCS) for Grades 10 to 12. The National Curriculum outlines the skills and abilities that learners should achieve in order to exhibit the prescribed outcomes for each Learning Area and grade, but it does not prescribe the subject content or tools to be used to teach these skills and abilities. This paper reflects on the journey of three researchers involved in a study that aims to develop context-relevant teaching tools using indigenous and local knowledges in collaboration with local teachers and community members, to be utilised in seven schools, in Cofimvaba in the Eastern Cape. In the South African context indigenous knowledge (IK) refers to a body of knowledge embedded in African philosophical thinking and social practices that have evolved over the years. Zazu (2008) argues that the role and value of indigenous knowledge systems in enhancing and contextualizing education was recognized as early as 1978. Furthermore, according to the NCS, indigenous knowledge systems (IKS) have been proposed for inclusion in the curriculum (Department of Education, 2002).-
Related Research Outputs:
- Indigenous knowledge systems and academic institutions in South Africa
- Environmental education, ethics and action in southern Africa
- Rural people first: challenges for the 21st century: opening address to the Free State Sedimosang Rural Development Initiative
- Strategies for effecting engagement on IKS (indigenous knowledge systems)
- Recovering the basis for effective transformation and development of South Africa
- The architect and the scaffold: evolution and education in South Africa
- Indigenous knowledge and its relevance for agriculture: a case study in Uganda
- Indigenous knowledge on the South African landscape
- Freedom sown in blood: memories of the Impi Yamakhanda: an indigenous knowledge systems perspective
- Genealogies of the Royal amaZondi of Ngome
- "This is our history": Ngome women constructing a different history
- Rebellion or uprising?: a reinterpretation of Impi Yamakhanda
- Indigenous healing practices in Malawi
- Local knowledge and agricultural applications: lessons from a Ugandan parish
- African indigenous knowledge systems in agricultural production: a consultative report for Department of Science and Technology, National Indigenous Knowledge Sytems Office (NIKSO), Pretoria, South Africa
- Making connections: self-study & social action
- Introduction
- Indigenous knowledge and African vegatables
- Local is lekker: indigenous knowledge should be encouraged
- Indigenous knowledge to preserve and protect