An investigation on the integration of Indigenous Knowledge to teach ‘Environmental Studies’ at grade 11: A case of schools in Bakenberg South Circuit, Limpopo Province

Abstract

In the past two decades the academic field has experienced increasing efforts and academic discussions concerning Indigenous Knowledge and the incorporation of IK when teaching the science curriculum. The interest towards understanding IK is linked to increased criticism towards the dominion of Western epistemologies (science) across various education systems and discussions around Indigenous Knowledge Systems. The “Specific Aim three” in the Life Sciences “Curriculum Assessment Policy Statement” promotes the importance of integrating IK when teaching Life Science. CAPS states that knowledge obtained in the classroom should empower learners and link to their lives beyond the classroom. The study presents a case of five Life Sciences educators in the Bakenberg South Circuit in Mogalakwena District, Limpopo province. The objective of the study was to assess how teachers integrate IK when teaching environmental studies in grade 11. The study employed a qualitative research design and data was obtained using non-participant observations, semi-structured interviews and document analysis. The Grounded theory approach was applied to analyse and process the data. Collected data were classified into codes and later formulated into themes: knowledge of IK and integration in the classroom; perceptions towards IK; experience and training; and opportunities to integrate IK in the classroom. Data was analysed using thematic, discourse and content analysis methods. It was observed that Life Sciences teachers had varying degrees of knowledge of what IK is and its usefulness for the classroom. Only two participants (40% of the sample) demonstrated the ability to integrate IK during lessons. Teachers attributed their inability to include IK when teaching to insufficient knowledge and the absence of appropriate assistance from the Department of Basic Education. The study recommends that teachers should explore opportunity to improve their Pedagogical Content knowledge, invest in personal development and enroll for qualifications that advance their subject knowledge. The study also recommends that the DBE should organise workshops that focuses on equipping teachers with knowledge, skills and resources that promotes incorporation of IK in the classroom.