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NST2601 Assignment 2 2022

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QUESTION 1 Many Natural sciences and Technology teachers on the African continent still fear exploring the integration of indigenous knowledge into school curriculums since such integration poses certain challenges for teachers at both an epistemological and a pedagogical level. There are five stages of technology teachers’ cultural development from an African perspective as observed by Nhalevilo, E. (2013) in “Rethinking the history of inclusion of IKS in school curricula: Endeavouring to legitimate the subject.”, see details on the reference list. Discuss any technology education theme of your choice on how you will apply the five stages of cultural development in an African perspective. Colonization This stage does not refer necessarily to the time of colonial occupation in Africa but rather to the stage when indigenous knowledge was not recognized as valued knowledge. In many Southern African countries such as Mozambique, gaining political independence did not create immediately an open and official curriculum place for indigenous knowledge. For many African countries, indigenous knowledge remained unofficial and was considered superstitious with no legitimacy for inclusion in the school curriculum. Decolonization I view the decolonization stage as the period when awareness about the value of indigenous knowledge started to take place in debates on curriculum policies in education. This was an agitated period and one of the challenges was to define a criterion or standard to judge which practices and knowledge could be promoted in school curriculum. Assuming that each practice or knowledge is good depending on the cultural standpoint one takes to look at it. Neo – colonialization Stuvia.com - The study-notes marketplace Although IKS was included in the curriculum, it was decolonization and neo – colonization are blurred. And it is an irony that it was with the justification to contextualize science education that IKS was decontextualized and exploited. In fact it is important to be critical of our own discourse because ‘we may reinforce and maintain a style of discourse which is never innocent. By building on previous text written about indigenous people and indigenous knowledge, we continue to legitimate view about ourselves and our knowledge, which are hostile to us. Re – birth

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