The integration of indigenous knowledge in school: a systematic review

Silva, Cláudio da; Pereira, Fátima; Amorim, José Pedro

doi:10.1080/03057925.2023.2184200

Cited by 18 publications

(7 citation statements)

References 29 publications

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“…The integration of IKS into STEM education in South Africa serves as a means to promote respect and equity, particularly given its multiracial context. In addition to enhancing scientific literacy, the curriculum seeks to improve community well-being, foster an aesthetic appreciation of nature, and fortify ties to the learners' home environment (da Silva et al, 2023). This integration aims to create respect and equity for community members whose aspirations are rooted in an educational framework that facilitates development while preserving their cultural heritage (da Silva et al, 2023).…”

Section: Respect and Equitymentioning

confidence: 99%

Reimagining STEM Education in South Africa: Leveraging Indigenous Knowledge Systems Through the M-Know Model for Curriculum Enhancement

Chinenye Nwokocha,

Legg-Jack

2024

IJSSRR

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This conceptual paper investigates the integration of indigenous knowledge systems (IKS) into South African Science, Technology, Engineering, and Mathematics (STEM) education, exploring its conceptions, historical roots, significance, and the challenges and benefits associated with such integration. The objective was to understand the role of IKS in enriching STEM education and its potential contributions to global scientific knowledge. A culturally sensitive research approach was employed, with criteria set for selecting relevant literature on IKS and STEM. The results highlighted the profound historical significance of IKS in South Africa and its potential in bridging cultural gaps in education. Pedagogical innovations rooted in indigenous practices were identified as key to revitalising the STEM learning experience. However, challenges such as educational barriers, policy constraints, and institutional norms were also noted. Thus, the Multiple-ways of knowing (M-Know) model is proposed to demonstrate the possibility of using an integrated approach for the inclusion of IKS and enhancement of the STEM higher education school curriculum in South Africa. The model negotiates for a synergic or integrated arrangement between formal STEM curriculum and IKS in terms of using IKS to interrogate, complement, and consolidate the contents and pedagogy of Westernised STEM education in higher education.

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Section: Respect and Equitymentioning

confidence: 99%

Reimagining STEM Education in South Africa: Leveraging Indigenous Knowledge Systems Through the M-Know Model for Curriculum Enhancement

Chinenye Nwokocha,

Legg-Jack

2024

IJSSRR

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“…This indicates an awareness of the importance of preserving Indigenous Knowledge through respectful and meaningful integration within scientific research and policy-making. The student's commitment to continuing this exploration in their future career suggests that such educational programs can inspire the next generation of scientists and policymakers to value and incorporate Indigenous perspectives in their work (Da Silva et al, 2023). The student's insights into maintaining and local wisdom with scientific knowledge underscore an important aspect of the educational experience: the advocacy for a respectful and meaningful collaboration between Indigenous Knowledge and scientific inquiry (Alexander et al, 2019).…”

Section: Student (S-19)mentioning

confidence: 99%

Science Learning in the Context of 'Indigenous Knowledge' for Sustainable Development

Yazidi,

Rijal

2024

IJETE

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This study investigates the integration of Indigenous Knowledge (IK) into science education as a means to foster sustainable development among high school students. Through a qualitative descriptive approach, involving semi-structured interviews with 20 participants in Morocco, the research explores the impact of IK on enhancing students' understanding of local ecosystems, promoting interest in interdisciplinary studies, and contributing to cognitive and personal growth towards sustainable thinking. Findings indicate that incorporating IK into science curricula significantly enriches students' learning experiences by bridging the gap between traditional wisdom and scientific inquiry, thus making science education more relevant and engaging. This approach not only deepens students' appreciation for cultural diversity and environmental stewardship but also encourages a more holistic understanding of science and its application to global challenges such as climate change and biodiversity conservation. The study highlights the educational value of integrating IK in developing thinking and problem-solving skills, and a sense of global citizenship among students. It advocates for educational reforms that include IK as a vital component of science learning, suggesting that such integration can play a crucial role in achieving sustainable development goals by preparing students to engage thoughtfully with complex environmental and societal issues. This research contributes to the discourse on enhancing science education through the inclusion of diverse knowledge systems, offering insights into how such pedagogical innovations can support more sustainable and inclusive futures.

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“…This effort can help students develop an understanding of environmental problematic challenges (Chu & Karr, 2017;Gale & Hill, 2016;Primayanti & Puspita, 2022). Apart from that, the integration of local wisdom in the curriculum also encourages awareness to appreciate cultural diversity and the global environment and allows students to integrate traditional values with modern scientific concepts to create more effective sustainable solutions (da Silva et al, 2023;Uge et al, 2019).…”

Section: Contributions and Recommendationsmentioning

confidence: 99%

A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education

Lestari,

Paidi,

Suyanto

2024

EURASIA J Math Sci Tech Ed

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The theme “local wisdom, sustainability, and education” attracted the attention of researchers, and the number of publications began to increase, making it interesting to study. This systematic literature review (SLR) aims to review various research published in journals indexed in Scopus database related to the theme “local wisdom, sustainability, and education”. The review focuses on publication trends as well as the contributions and recommendations that can be obtained. Disbursement was focused on the largest database in the world (Scopus), where 186 articles were obtained. preferred reporting items for systematic reviews and meta-analysis model was used to obtain suitable articles, so that finally only 10 articles met the criteria to be analyzed. We obtained data that the dominant research was conducted using a qualitative approach or method. There is no dominant author, and all authors are not related to each other. Local wisdom and sustainability “meet” in the word Indonesia, showing Indonesia’s position and urgency in this study. The theme “local wisdom, sustainability, and education” is still not an interesting issue asking for international collaboration, so research collaboration is still local. We discuss all the findings. We also discuss the contributions and recommendations of the 10 articles analyzed, which can be grouped into aspects of sustainable agriculture, sustainable watershed management, implementation of environmental education curricula, and teacher professionalism development. Contributions and recommendations are aimed at all aspects of education (both formal, non-formal and informal education). Findings can be a consideration or baseline for researchers to study theme of “local wisdom, sustainability, and education” according to their respective backgrounds and objectives.

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The integration of indigenous knowledge in school: a systematic review

Cited by 18 publications

References 29 publications

Reimagining STEM Education in South Africa: Leveraging Indigenous Knowledge Systems Through the M-Know Model for Curriculum Enhancement

Reimagining STEM Education in South Africa: Leveraging Indigenous Knowledge Systems Through the M-Know Model for Curriculum Enhancement

Science Learning in the Context of 'Indigenous Knowledge' for Sustainable Development

A systematic literature review about local wisdom and sustainability: Contribution and recommendation to science education

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