Opportunities for social justice in the curriculum and pedagogical practices in higher education institution spaces in South Africa

Lawrence, Kehinde Clement; Maphalala, Mncedisi Christian

doi:10.1007/s41297-021-00140-w

Cited by 4 publications

(3 citation statements)

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“…Furthermore, the results of this study indicated that while some science teachers recognize the value of indigenous knowledge systems in science education, others may not be as familiar or as interested in the topic. This is consistent with previous research, which has shown that many science teachers may not recognize IKS' relevance to science education (Lawrence & Maphalala, 2021;Zidny et al, 2020). However, there is a growing body of literature that highlights the importance of incorporating IKS into science education (Kovach, 2021;Kugara et al, 2022).…”

Section: Discussionsupporting

confidence: 90%

“…Similarly, to other countries such as Zimbabwe (Vongai & Elaosi, 2017), the South African curriculum mandates the inclusion of Indigenous Knowledge System (IKS) in science classrooms (Department of Basic Education, 2011). The literature demonstrates how STEM education and the indigenization of science practices in the classroom can support global goals for STEM education in Africa (Lawrence & Maphalala, 2021;McKinley, 2005). As envisioned, teachers are challenged by this agenda for curriculum reform.…”

Section: Introductionmentioning

confidence: 99%

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Investigating indigenous knowledge awareness among South African science teachers for developing a guideline

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McKnight

2024

Curric Perspect

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This research article explores the development of preliminary guidelines for the integration of Indigenous Knowledge Systems (IKS) into science classrooms. The study addresses the need for such guidelines to enhance learning outcomes in STEM. Grounded in Vygotsky’s sociocultural theory, the research investigates science teachers’ familiarity with IKS, their beliefs about its relevance, and their proposed strategies for its effective incorporation into science education. The study employed an interpretive qualitative research approach, conducting two independent case studies with a total of five teachers from primary and secondary schools in Hazyview, Mpumalanga. Through surveys and interviews, teachers’ perspectives were explored. A combination of inductive and deductive thematic analysis was used. The findings reveal varied levels of familiarity among teachers, differing perceptions of IKS relevance, and few proposed strategies for IKS integration. Additionally, preliminary guidelines were developed to bridge a gap between cultural knowledge and scientific understanding. These guidelines aim to empower teachers to transition from the familiar (IKS) to the unfamiliar (Western science), fostering a more culturally responsive science education environment. The study acknowledges the limitations of a small sample size, emphasizing the depth of qualitative awareness over generalizability. The proposed guidelines offer a foundation for further research and practical implementation, contributing to the advancement of inclusive and culturally relevant science education.

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Section: Discussionsupporting

confidence: 90%

Section: Introductionmentioning

confidence: 99%

Investigating indigenous knowledge awareness among South African science teachers for developing a guideline

Photo,

McKnight

2024

Curric Perspect

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“…Nowhere is this more apparent than in education, where disadvantaged youth are not equipped with the skills they need to succeed in life. The challenge for educators at institutions of higher learning is to alleviate these inequalities as an essential foundation of pedagogies of care in order to turn our society around (Lawrence & Maphalala, 2021).…”

Section: Introductionmentioning

confidence: 99%

Perspectives on dialogue and care in teaching, learning relationships in an ever-changing online higher education landscape

Pietersen

2023

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This article explores whether pedagogies of dialogue and care are evidenced in how lecturers engage online with their students in teaching and learning on Learning Management Systems (LMSes). Many lecturers in the online higher education landscape predominantly come from affluent educational habitus, whereas many students come from working-class backgrounds. Many students struggle with internet connectivity, the cost of mobile data, as well as software and hardware issues that prevent them from accessing quality tertiary education. The South African education and training system is unevenly distributed and has too many barriers to growth for many working-class students from an online learning perspective. All online higher education institutions are responsible for creating teaching and learning outcomes that are achievable for students, as well as empowering them to take part in their own learning, which ought to speak to how these institutions create dialogue and care for students. Moreover, a student’s full potential as a person must also be developed when setting the content and standards on LMS platforms like Blackboard. A pedagogy of care as a holistic pedagogy emphasises the relationship between the lecturer and the student (social consciousness). An interpretivist paradigm was employed in this study. Identified outcomes for the use of LMSes exploring staff’s engagement with students through Blackboard were employed in a recent academic article based on a project done by the University of the Free State’s Centre for Teaching and Learning (CTL). From this quantitative document, an analysis was made by the researcher to sustain the following three broad themes. These include lending support to students participating in online teaching and learning, supporting students in building relationships on online teaching and learning platforms and the challenges faced by lecturers in caring for students in online teaching and learning. The most obvious finding to emerge from this study is that social class plays an active role in the decision-making in the online teaching and learning process, as lecturers are the unwitting tools of the ruling class. This is foregrounded in whether pedagogies of dialogue and care are evidenced in how lecturers engage online with students on LMS platforms such as Blackboard. Important observations are noted and can be summarised as follows: The Fourth Industrial Revolution (4IR), if managed byonline and higher education spaces, could potentially be a landscape where the nature of the relationshipbetween lecturer and student is neither docile nor self-gratifying. Instead, such a relationship has thepotential to be transformative because teaching and learning should empower working-class students tobecome successful graduates.

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Pedagogy of Space in the Global South: an Overview

Chattaraj,

Vijayaraghavan

2024

Pedagogy of Space and the Global South

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Opportunities for social justice in the curriculum and pedagogical practices in higher education institution spaces in South Africa

Cited by 4 publications

References 28 publications

Investigating indigenous knowledge awareness among South African science teachers for developing a guideline

Investigating indigenous knowledge awareness among South African science teachers for developing a guideline

Perspectives on dialogue and care in teaching, learning relationships in an ever-changing online higher education landscape

Pedagogy of Space in the Global South: an Overview

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