Electronic Theses and Dissertations (Masters)

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    Enabling Authentic Learning Experiences for Indigenous Knowledge Acquisition in a Digital Environment: A Case of Zulu Beading Practice
    (University of the Witwatersrand, Johannesburg, 2024) Dlamini, Phiwokuhle; Bristow, Tegan
    The Zulu beading practice is a well-known example of an indigenous art form that has been passed down through generations in traditional communities for cultural continuity. Research shows that Intergenerational Knowledge Transfer is a fundamental component of the epistemological system (Iseke & DesMoulins, 2015, p. 31). Elders impart knowledge using indigenous pedagogies, which promotes understanding and learning about communities and their local knowledge. With the increasing globalisation and modernisation of societies, social relationships, and cultural knowledge have become increasingly scattered. The contemporary generation often lives behind indigenous learning practices and adapts to new ways of learning in digital environments (Newman & Hatton-Yoe, 2008, p. 31). Consequently, there is a risk of traditional knowledge such as knowledge about Zulu beadwork becoming extinct when the knowledgeable elders pass away. Therefore, this indigenous knowledge needs to be documented and stored in the present digital learning environment where it can be retrieved and shared across generations. This study, therefore, explores ideas for enabling authentic learning experiences and accessibility of indigenous knowledge in a digital environment, with a focus on the Zulu beading practice. Using the Zulu beading practice, as a case study, the research investigates a potential digital learning environment to enhance the learning experience of cultural knowledge. The researcher also explores the potential of embracing digital learning environments to promote the continuity of traditional knowledge. A qualitative research approach was followed to explore the documented experiences of teaching and learning Zulu beading in a digital environment. Furthermore, a literature review was employed as a research methodology to establish the existing traditional approaches followed to teach the artistry of Zulu beading to aspiring practitioners as well as the practices needed to teach Zulu beading knowledge and skills to these practitioners in the digital environment. The findings revealed that the Zulu beading artistry is tacit knowledge, which comprises the Techne, Phronesis, and Episteme as the three knowledge categories. To create an authentic learning experience, the three knowledge categories are taught holistically. Therefore, this study aims to use the research outcomes to suggest a learning management system that could help facilitate the authentic learning experience of learning Zulu beading knowledge and skills digitally. The process of enabling authentic learning experiences in a ii digital environment requires the inclusion of indigenous viewpoints from knowledgeable elders who are skilled beadwork practitioners, linguistic engagement, and the integration of professional digital practices for developing learning solutions.