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Cited by 33African cultural and philosophical studiesIndigenous and Place-Based EducationEducational Theory and Curriculum Studies

Towards decolonising a module in the pre-service science teacher education curriculum: The role of indigenous knowledge systems in creating spaces for transforming the curriculum

Open access
Mudaly, Ronicka·2018·Journal of Education
DOI 10.17159/2520-9868/i74a04
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Abstract

Post-apartheid South Africa has witnessed many changes in its quest for social justice.However, these changes have not affected South African higher education institutions (HEIs) that continue to privilege epistemic traditions that are embedded in Western frameworks.The science curriculum has been instrumental in promoting Western worldviews as being universal.This has resulted in normalising the subordination of non-Western people and their knowledge systems.In seeking a change in the tenor of science education, I report on a qualitative study that explored the intersecting influence of the pre-service science teacher curriculum and indigenous knowledge systems (IKS).In my reconceptualising of a part of one science module, a departure from the revised curriculum and from the Western epistemic canon was effected by reframing who teaches, what is taught and how it is taught.A purposively selected sample of 224 pre-service teachers engaged in a field trip and a gardening project that was facilitated, in part, by an indigenous knowledge expert.Pre-service teachers planted a vegetable garden using indigenous methods and cultivated indigenous and non-indigenous plants.They captured the processes of planting and growing the plants in their portfolios and reflected on their learning by responding to questionnaires.I analysed the data drawn from the portfolios and replies to the questionnaires thematically.My findings revealed that consciousness-raising had occurred in these pre-service teachers about the value of indigenous knowledge (IK) and they endorsed the IK expert as a legitimate teacher in higher education.Insights into using IKS to transform and decolonise the curriculum by engaging an IK expert to teach brought previously marginalised IK to the centre.Teaching and learning in this context maximised interaction between the pre-service teachers and the materials being studied in their natural setting.

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  • PSTs developed an increased appreciation of Indigenous knowledge and the need for it to be reappropriated and taught formally in the school curriculum.

    “They felt that the Indigenous study unit has helped them deepen their understanding of their own culture and develop an increased appreciation of Indigenous knowledge and the need to be reappropriated and taught formally in the school curriculum (Mudaly 2018).”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Mudaly 2018

  • Several PSTs reported stronger advocacy for a focus on knowledge that addresses problems of local and develops self-reliance instead of being reliant on western knowledge.

    “Several PSTs also reported stronger advocacy for a focus on knowledge that addresses problems of local and develops selfreliance instead of being reliant on western knowledge (Mudaly 2018).”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Mudaly 2018

  • PSTs felt that the Indigenous study unit helped them deepen their understanding of their own culture.

    “They felt that the Indigenous study unit has helped them deepen their understanding of their own culture and develop an increased appreciation of Indigenous knowledge and the need to be reappropriated and taught formally in the school curriculum (Mudaly 2018).”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Mudaly 2018

  • Some ITE courses include service-learning, field trips, and placement in schools in the Indigenous community.

    “These courses may also include service-learning (Lavery, Cain, and Hampton 2014; Peralta et al. 2016), field trips (Mudaly 2018), and placement in schools in the Indigenous community where PSTs have the opportunities to build relationships with Indigenous children, and talk to Elders and other members of the community (Bennet and Lancaster 2012; Bennet and Moriarty 2015) and engage in place-based”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Mudaly 2018

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Authors
Mudaly, R.
Affiliations
University of KwaZulu-Natal (ZA)
Corresponding author
Mudaly, Ronicka
ORCID
Mudaly, Ronicka
Venue
Journal of Education
Publisher
Academy of Science of South Africa
Published
2018
Issue
74
ISSN
  • 0259-479X (ISSN-L)
  • 2520-9868
DOI
10.17159/2520-9868/i74a04
OpenAlex
W2917191465
Cited by
33
References
25
Citations by year
2026: 3 · 2025: 5 · 2024: 5 · 2023: 7 · 2022: 4 · 2021: 6 · 2020: 2 · 2019: 1
FWCI
7.31
Type
journal article
Language
en
Open access
Licence
cc-by-nc-nd
Locations
Journal of Education (publishedVersion, cc-by-nc-nd)
Topics
  • Social Sciences › Education › African cultural and philosophical studies
  • Social Sciences › Education › Indigenous and Place-Based Education
  • Social Sciences › Sociology and Political Science › Educational Theory and Curriculum Studies
Keywords
decolonization of curriculum, indigenous knowledge, field trips, post-apartheid higher education, curriculum change, South Africa

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