It is common for indigenous knowledge (IK) researchers in South Africa to conduct studies within conventional Western paradigms, especially in the field of IK-science curriculum integration. The scientific paradigm usually takes precedence and research publishing follows the rules of the academy. There is an inherent paradox in this practice. An endeavour that aims to redress Western knowledge hegemony and decolonise the school science curriculum often judges its own value in terms of the very system it critiques. While much useful work has been done in IK-science curriculum integration, and calls are made for appreciating both knowledge systems, it is concerning that the research knowledge is available to academics and generally not to indigenous communities who are usually cocontributors (at least) to the research data. This paper argues for research processes and outcomes that could benefit indigenous communities. We present examples drawn from three science curriculum studies in different areas of South Africa. We briefly describe the research contexts, and the ways that the researchers sought to ensure knowledge was shared in relevant representations with each community. We also discuss some of the dilemmas we encountered and offer suggestions for strengthening knowledge dissemination, appreciation, preservation, as well as reimagining IK for new generations.
South Africa has a number of policies to protect and promote indigenous knowledge (IK). The increasing interest in research into indigenous knowledge and science education in southern Africa has led not only to the production of publications, but also to numerous conferences, seminars, research centres, projects, learning materials, and postgraduate courses. However, research methods that are aligned to indigenous knowledge systems (IKS) are yet to develop to the extent that IK policy, publications, and interest groups have. Notwithstanding some authoritative texts (Chilisa, 2012;Odora Hoppers, 2004;Smith, 1999), there is a need for research-based examples from the southern African context that can offer authentic and nuanced suggestions for IK researchers of what an African research methodology might be. In this paper we present a brief overview of arguments for research methods that are consistent with IKS, propose features of such research orientations, and some examples of research processes. We synthesise some of the knowledge we have gained in this field in South Africa and offer considerations and reflections that will contribute to the conversation and exploration of creative, culturally relevant, and ethical ways forward for participative IK research.
It is common for researchers in Indigenous Knowledge (IK) in science education research to draw on aspects of the scientific paradigm from their science training. The consequent research seeks to be objective. This paradigm is not necessarily appropriate for IK research. While there have been calls for IK-aligned methodologies (Chilisa 2012;Keane 2008;Smith 1999) there are few examples of how this may be approached in Southern Africa. Drawing on the centrality of story and relationship in IK, we illustrate how the researcher's life experience shapes the research purpose, design and credibility. In refocusing research into IK, the relationship between research and the researcher needs greater acknowledgement. We present here story examples from three IK-science education studies. Education as Change
This chapter is informed by findings from a science education interpretive study carried out in collaboration with an isiZulu-speaking community. Indigenous languages constitute intellectual and cultural resources that are important for local communities and for the society. The author argues for the recognition of indigenous languages as part of the call to decolonize research methodologies. The chapter positions research among indigenous peoples in the context of social justice and human rights, and shows how language fits in the transformation agenda. Drawing from findings from a research study carried out with a community in rural KwaZulu-Natal, the author asserts that the inclusion of indigenous languages in research frameworks contributes to meaningful participation, strengthens collaboration and facilitates the generation of authentic data.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.