Exploring the lived experiences of selected grade 9 teachers’ integration of indigenous knowledge in their science lessons in the Western Cape province.

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magade_edu_m_2025.pdf (1.91 MB)

Date

2025

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University of the Western Cape

Abstract

This study investigated the lived experiences of Grade 9 Natural Sciences teachers with the infusing of Indigenous Knowledge Systems (IKS) in their teaching. Anchored in a phenomenological research design and drawing from Giorgi’s analytic approach to data analysis, the study sought to gain insight on how teachers conceptualise, make sense of and work with the inclusion of IKS in a knowledge world that is predominantly constructed and constituted by Western scientific knowledge. Unstructured interviews were conducted with six teachers who were purposively selected, and their stories were analysed in detail to find the central themes and connections. The findings indicate that teachers recognise the cultural significance and the educational relevance of IKS but experience some challenges to integrate Indigenous Knowledge System effectively. The challenges include limited time (due to curriculum pace), lack of clear teaching approaches, lack of support by the Department of Education and the non-existence of a professional development focusing on Indigenous Knowledge System. Because of these constraints, some teachers integrate Indigenous Knowledge System informally and at times conduct oral conversations with traditional knowledge holders on Indigenous Knowledge System for personal experiences. The findings of this can study contribute to proactive integration of KIS in the science curriculum as it argues for more cultural and contextually relevant pedagogical approaches. The study recommends focused curriculum revision, ongoing professional development of teachers, and shared partnerships with Indigenous Knowledge System holders for effective integration of IKS in Natural Sciences education. These are the efforts necessary to establish equitable and cultural-responsive science education in South Africa. At the end, the research contributes to transformation of science education, and demands attention to more holistic, contextualised teaching practices.

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Indigenous Knowledge, Natural Sciences, integration, grade 9 curriculum, phenomenology

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https://hdl.handle.net/10566/21590

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Magister Educationis - MEd (Mathematics and Science Education)