Integrating Western and Indigenous Knowledge Systems: The Basis for Effective Science Education in South Africa?

Abstract

This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate perspectives on science education. Post-colonialists, feminists, multiculturalists, sociologists of scientific knowledge and those who refer to themselves as indigenous researchers argue that science is not universal but locally and culturally produced. Universalists on the other hand, argue that modern Western science is superior to indigenous perspectives on the natural world because of the formerÕs advanced predictive and explanatory powers. The fact that indigenous knowledge has been included in South AfricaÕs recently developed National Curriculum Statements invites a fresh look at the kind of science that is taught to South African school learners. In this article the author argues for a (dis)position that moves the debate beyond the binary of Western science/indigenous knowledge. Ways in which Western science and indigenous knowledge might be integrated are explored. Re´sume´-INTÉ GRER LES SYSTÈ MES OCCIDENTAUX ET INDIGÈ NES DU SAVOIR : LE FONDEMENT DÕUN ENSEIGNEMENT EFFICACE DES SCIENCESEN AFRIQUE DU SUD ? -Cet article re´pond a`un appel pour repenser lÕenseignement des sciences que nous de´livrons aux e´coliers en Afrique du Sud. Une grande partie de la discussion sur la nature des sciences et de lÕe´tude des sciences se voit refle´te´e dans un corpus litte´raire analysant les tensions subsistant entre des visions divergentes de lÕenseignement des sciences. Post-colonialistes, fe´ministes, multiculturalistes, sociologues du savoir scientifique et ceux qui se de´finissent comme des chercheurs indige`nes soutiennent que les sciences ne sont pas universelles mais localement et culturellement produites. Les Universalistes dÕautre part soutiennent que les sciences occidentales modernes sont supe´rieures aux visions indige`nes du monde de la nature, ces dernie`res mettant en avant des pouvoirs de pre´diction et dÕexplication. Le fait que le savoir indige`ne ait e´te´inclus dans les Rapports sur les Programmes dÕÉ tudes Nationaux re´cemment de´veloppe´s en Afrique du Sud invite a`poser un regard neuf sur le genre de sciences enseigne´es aux e´coliers sud-africains. Dans cet article, lÕauteur plaide pour une (dis)position de´plac¸ant la discussion au dela`de lÕalternative science occidentale/savoir indige`ne. On examine des possibilite´s dÕinte´gration de la science occidentale et du savoir indige`ne.

Decolonising the university curriculum

“…A third approach would be to explore ways of developing and designing locally and regionally relevant curricula where Western epistemologies continue to dominate and unequal power relations that remain prevalent. A stepping stone for meeting this challenge is to draw on work done in the sociology of science which places emphasis on the performative side of knowledge and that deemphasises the representational side of knowledge (Turnbull 1997;Le Grange 2007). A focus on the performative side of knowledge decentres (not destroys) dominant knowledge systems and produces third spaces (spaces in between) where seemingly disparate knowledges can be equitably compared and function to work together.…”

Global Review of Indigenous Education: Issues of Identity, Culture, and Language

“…However boys and girls keep on coming to school to learn and to take skills home. Many students also share a stubborn resilience to persevere, the ability to adapt and move on, and in some places a renewed hope for peace and freedom (Higgs et al 2003;Le Roux 2005;Le Grange 2007). What they and their fellow citizens will do to exercise their human rights and use collective natural resources is yet to be seen.…”

The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education

“…IKS and NOS are said to be systems that have some areas in common as well as differences. Le Grange (2004Grange ( , 2007 sees NOS and IKS as complementary rather than competing. In the same vein Onwu and Mosimege (2004) describe the two as dialogical.…”

“…In South Africa, this international trend in science education curriculum change and reform is evident in the current science education curriculum and policy documents (see for example, Department of Education, 2005aEducation, , 2006Mosimege, 2004;Masoga, 2005;Le Grange, 2004, 2007. Globally, science educators appear to be in consensus that an understanding of the NOS by learners at all levels of the educational ladder is a desirable outcome of science education as it develops learners' scientific literacy (DeBoer, 2000;Vhurumuku, Holtman, Mikalsen & Kolsto, 2006;Liu & Lederman, 2007).…”

“…Essentially, the two theories are based on the premises that African and Western worldviews are ontologically different. As such, the learning of Western science Downloaded by [Northeastern University] at 13:51 05 October 2014 by learners with an IKS experience and an African worldview can bring about cognitive and epistemic complications which can impede learning (Le Grange, 2007). During the learning of science, learners are said to negotiate the cultural border between a resilient IKS and mainstream Western science.…”