Rethinking argumentation-teaching strategies and indigenous knowledge in South African science classrooms

Abstract

Our response to Hewson and Ogunniyi's paper focuses, on the one hand, on some of the underlying tensions associated with alinging indigenous knowledge systems with westernized science in South African science classrooms, as suggested by the new, post-apartheid, curriculum. On the other hand, the use of argumentation as a vehicle to accomplish the alignment when the jury is still out on the appropriateness of argumentation as a pedagogical and research tool heightens the tension. We argue that the need for education stakeholders from indigenous heritages to value, know and document their own indigenous knowledge becomes paramount. The textualizing of indigenous knowledge, as has been done in western science, will create repositories for teachers to access and may help with the argumentation strategies such as advocated by the authors.

Reviving the Orchard: Visions of reclaiming science education for Nicaragua

“…As early as 1994, Sandra Harding supported this approach by challenging the notion that science must be taught in a “correct setting.” As evidence, she pointed to the thousands of years that science education had existed outside the walls of laboratories, with humble everyday materials. Elaborating on this perspective, a recent study by Òtúlàjà et al (2011) argues that local materials/resources are mandatory for legitimatizing science and making it relatable. Unfortunately, this perspective is rare, and most studies still posit ways in which everyday items can be substituted for expensive equipment (Peace Corps, 2010; UNSECO, 2010)—a message which reinforces the notion that local science is inferior to western expectations.…”